i*^§ ^v' 




lOOO WAYS 



OF 



1000 TEACHERS 



BEING A COMPILATION OF METHODS OF INSTRUCTION AND 

DISCIPLINE PRACTICED BY PROMINENT PUBLIC 

SCHOOL TEACHERS OF THE COUNTRY 



v' 



^^' 



By a. C. mason. 



" Let me advise you to make a variety in your modes of teaching. If you have 
been teaching in one way that you think is best, take another way to-morrow. The 
new way will be a revelation to some of your dull pupils, with whom you have been 
unable to do anything." — Supt. F. W. Parker, Mass. 



19 1882 



^\ 



CHICAGO 

S. R. WINCHELL & 
1882 







COPYRIGHT, 1881, 

BY 

S. R. WINCHELL & CO. 



STEREOTYPED BY 

THE CHICAGO STEREOTYPE WORKS 

SS FIFTH AVENUE 



PREFACE. 

This volume is not the expression of the peculiar views 
of one person, but rather a collection of the ways of 
many. The author has aimed to include in it such 
suggestions on school management and discipline as 
the teacher, occupied and perhaps worried with the 
every-day duties of the schoolroom, would not think 
of; such a variety of exercises as will renew the inter- 
est of pupils in their school work, and such methods of 
instruction as will give a restful change to both teacher 
and pupils in class recitations. It is therefore not in- 
tended for consecutive reading. 

The ideas contained therein have been gathered 
from experience, reading, and an extensive correspond- 
ence with those who are acknowledged now to be suc- 
cessful workers in the schoolroom. The author does 
not claim that these methods and maxims are the only 
perfect ones. To set up such a claim would be absurd. 
The book is not designed for instructors in the high- 
school studies, but for the great number of teachers of 
the common English branches who have a desire for 
the right accomplishment of their work, and are willing 
to profit by the experience of others. 

In short, the book is a volume of experiences, and 
suggestions gleaned from experience. If it meets the 
approbation of the working teacher, the credit will be 
due mor-e to those whose ideas are embodied in it than 
to him who collected and compiled them. 

A. C. M. 

Jacksonville, III. 

(3) 



CONTENTS. 



CHAPTER 



PAGB 



List of Contributors - - - 6 

Introductory ----- 7 

I. Opening and Closing of School - 1 1 

II. Reading ------ 20 

III. Arithmetic ----- 39 

IV. Writing ----- - 64 

V. Spelling * " , " " " 73 

VL Grammar ----- - 88 

VII. Geography ----- 108 

VIII. History - - - - - - 125 

IX. Discipline and School Management 139 

X. Absence and Tardiness - - - 163 

XL Sayings of Experienced Educators 173 

XII. Forms - - - - - - 199 



PARTIAL LIST OF CONTRIBUTORS. 



C. F. Adams, Jr. 
Theodore Arnold. 
H. H. Ballard. 
W. H. Beaman. 
J. J. Burns. 
S. P. Bates. 
W. A. Beer. 
C. E. Beale. 
H. L. Bemis. 
W. A. Buxton. 
W. H. Beach. 
James Baldwin. 
M. S. Crosby. 
W. E. Cochrane. 
Edward Conant. 
R. M. Hitch. 
L. B. Irvin. 
L. E. Irland. 
S. M. Inglis. 
A. F. Jenks. 
J. P. Judson. 
J. L. Hartwell. 
Henry Higgins. 
J. H. Hoose. 
S. M. Knowles. 
Simon Kerl. 
L. M. Kellogg. 
C. S. Locke. 
Miss M. V. Lee. 
I. C. Libby. 
E. L. Wells. 
James A. Garfield. 
Richard Grant 

White. 
Edward Searing. 
J. G. Holland. 



E. S. Carr. 
W. H. Campbell. 
G. W. Cullison. 
W. R. Comings. 

A. B. Copeland. 
J. M. Clenahan. 
E. Crosby. 

W. E. Coleman. 
Mrs. F. M. Case. 

B. L. Dodge. 

J. W. Dickinson. 

C. A. Downs. 
G. B. Drury. 
H. M. Enos. 
E. A. Apgar. 
E. T. Lockard. 
C. E. Lowry. 

A. B. Lemmon. 
E. S. Morris. 

J. B. Mechling. 
Mrs. A. M. Mills. 
W. E. Mann. 
J. W. McKinnon. 

B. Mallon. 

B. G. Northrop. 
M. A. Newell. 
J. F. Nichols. 
G. A. Osinger. 
J. H. Orcutt. 
Edward Olney. 
A. E. Jones. 
J. P. Wickersham. 
N. M. Walrus. 
J. R. Trisler. 
G. W. Hoenshel. 
H. W. Beecher. 

(6) 



J. Fairbanks. 
T. B. Lee. 
F. A. Fogg. 
M. N. Fish. 
A. Guyot. 
C. A. Gower. 
Neil Gilmour. 
S. S. Greene. 
J. C. Gregg. 
J. H. Gilbert. 
S. H. Hutchinson. 
W. C. Whitford. 
H. E. Hale. 

E. E. Henry. 
Hiram Hadley. 
W. B. Powell. 
W. T. Phelps. 

F. W. Parker. 
Emily J. Rice. 
Herman Roe. 
C. M. Ranger. 

C. B. Stayt. 
John Swett. 
Erasmus Schwab. 
O. R. Smith. 

W. F. Scott. 

D. P. Simmons. 
H. C. Speer. 
Jos. Slaughter. 
A. W. Sullivan. 
D. R. Sessions. 
M. S. Sherman. 
S. R. Thompson. 
L. A. Thomas. 
S. S. Townsley 
Emma Wheat. 



INTRODUCTORY. 



Whatever changes the near future may bring to our 
present system of free schools, the branches treated of 
in this vokime will continue to be the fundamentals of an 
English education. Bearing on this subject of pending 
changes the following opinions of men whose position 
and reputation entitle them to consideration are pre- 
sented. 

A school is a business institution created for specific 
purposes. It should be conducted in all of its manage- 
ment upon the principles of business. Its business is to 
assist, as being one of the many corporations created 
and fostered by the state, in increasing the wealth by 
increasing the productive poAver of the state. These 
ends are served when the attending learners are ac- 
quiring sound knowledge in the sciences and the arts, 
when they are learning to respect authority, when they 
are cherishing a proper self-respect, when they are 
understanding their relation to their peers, Avhen they 
are establishing the imperative habits demanded by 
business, when they are founding all their dealings on 
the general principles of law, morals, and religion. — J. 
H. Hoose. 

The safety of the state, requires that all her citizens 
should know the difference between right and wrong. 



8 1000 WAYS OF 1000 TEACHERS. 

Surely, it is of quite as much importance to do right as 
it is to spell right, yet how insignificant is the time 
given to one in comparison with what we spend on the 
other ; the question is, Shall morality be taught indi- 
rectly, spasmodically, and according to the whim of the 
individual? or, Shall it be taught systematically, con- 
tinuously, and with the weight of superior authority? 
Would not mental development be as effectually secured 
by the discussion of problems of right and wrong in 
conduct as by correcting bad English, making out lists 
of long rivers, or extracting square and cubic roots ? 

My opinion is, that elements of personal and social 
morality, principles of good behavior in the family and 
in the world, the elements of political economy, the 
nature and relations of money, capital, labor and wages, 
can be made as accessible to the young as the elements 
of grammar and arithmetic — and much more interest- 
ing. There are heights in all subjects which the young 
cannot climb. There are depths which they cannot 
penetrate ; but there are also wide plains where they 
can freely roam and gather flowers of useful knowledge. 
I would have these fields opened up to the younger as 
well as the older pupils. It is not necessary for them to 
scale the mountain heights until their limbs are stronger. 
—M. A. Newell. 

Intelligent economy does not require th.at our system 
cost less but that it produce more. Educational business 
should be conducted on the sound business principles 
which make the success of other callings. — J. H. Smart. 

More attention should be given to the education of 
people for work. Our system of education, judged by 



INTRODUCTORY. 9 

its fruits, is not sufficiently practical. Our public school 
leading- should be not to the higher education, but to- 
wards mills, workshops, and farms. — jf. P. Wickersham. 

The average country school of to-day does not so 
well qualify the average pupil for the struggle of life as 
he now finds it as did the same school a generation ago 
qualify this pupil's father for the simpler and less exact- 
ing demands of that period. — Edward Searing. 

Our school work is not as well adapted to the wants 
of our people as it ought to be in the following among 
■other particulars: i. It is too bookish. The book is 
taught instead of the subject ; words are taught instead 
of ideas ; the relations of words are taught instead of 
the relations of thoughts or things. 2. Our courses 
contain too many things. The multitude of subjects 
studied precludes the formation of habits of continued 
work at one thing. 3. The studies pursued are too 
often dictated by fashion instead of being adopted from 
a consideration of their fitness. For working people 
who do not take an extended education, book keeping is 
a much more useful study than algebra, yet the latter is 
studied by ten times as many people as the former — 
because it is the fashion. 4. There is too much culti- 
-vation of the knowing powers to the exclusion of the 
active. A man's intellectual standing should not be 
measured by what he knozvs, but by what he can do. 
Knowledge is not power, but only a condition for the 
attainment of power. — 5. R. Tho^npson. 

Does public education pay in industrial power, in civic 
ability, in public and private virtue } If it does 7iot pay 



10 lOOO WAYS OF lOOO TEACHERS. 

is it not time to insist that it take a new direction, that 
it give more training and less cramming, that it impart 
more knowledge of things necessary to be known, and 
less of things a knowledge of which may be deferred, or 
is useless to the mass of pupils ? — E. S. Carr. 

The most important educational problem of our day 
is the introduction of "industrial education" into the 
existing organism of our public schools. — Dr. Erasmus 
Schwab. 

The signs of the times indicate that there is a grow- 
ing demand for more practical work in our public 
schools. This means not only that our schools teach 
the boys and girls more in the common branches that 
will be of value to them, but also that they fit the 
former for industrial pursuits and the latter for the 
duties of the household. The methods compiled in this 
volume have reference only to the management of our 
schools as they are. A collection of the views of lead- 
ing educators concerning "industrial education" would 
be of sufficient value to constitute a volume by itself. 



CHAPTER I. 

OPENING AND CLOSING OF SCHOOL. 

"How shall I open my school?" is a question that 
arises frequently in the mind of the experienced teacher 
as well as in that of the beginner. The former thinks 
upon it from a force of circumstances, either he himself 
tires of the same old method, or else his pupils show 
by their listless observance of the form that it has tO' 
them no attraction. The latter, most likely, has na 
clearly defined idea of just what to do. The opening^ 
of his school is perhaps the most difficult duty he has 
to perform. 

A variety in the manner of opening school day after 
day may be necessary in order that both teacher and 
pupil keep up their interest in this important part of 
the day's exercises. 

For the benefit of those who desire to know how 
other teachers do, the following methods of opening; 
school are given here. 

METHODS OF TEACHERS. 

The school does not know what the opening exercises, 
are to be, for I constantly change them. The following 
is a partial list : Singing by the whole school. Song by 
one or more. Declamation. Recitation. Essay. Se- 

(11) 



12 lOOO WAYS OF lOOO TEACHERS. 

lected Reading. Pronouncing exercise from list of words 
on board. Important facts presented and suggestions 
made by pupils. Biographical sketches or anything 
else of interest that may present itself I of course 
Tiave the matters arranged before-hand with the parties 
to act so that preparations will be duly made. — L. B. 
Irvin. 

I open with singing, encouraging all to assist ; prayer 
short, pointed, and practical, and sometimes reading a 
few verses from the Bible which contain a practical 
lesson. I frequently read a short comic, pathetic, or 
instructive selection from the best standard authors, 
always endeavoring to say something which will interest 
or sometimes amuse the pupils, but never weary them. 
— W. H. Campbell. 

We have roll-call. Scripture reading, (pupils alternat- 
ing with teacher), chanting Lord's Prayer, and singing 
some piece of glee music. — A. K. Carmichael. 

Immediately after roll-call, I have various pupils (six 
or eight) rise and repeat a proverb or moral maxim 
previously prepared and made known to me, so that no 
two have the same. — Ationymous. 

I open my school as follows: i. Singing. 2. Short 
Scripture lesson. 3. The Lord's Prayer in concert. 4. 
Singing. 5. Roll-call. — A. F. Jenks. 

I open school by reading (myself) a few verses from 
the Bible without comment. The pupils then stand 
and (as many as will voluntarily) repeat the Lord's 



OPENING AND CLOSING OF SCHOOL. 13 

Prayer with me. We then sing some famihar piece, 
perhaps one they have learned in Sunday school. — 5> 
C. Bond. 

The method to be used in obtaining pupils' names 
will depend to a great extent upon the grade of pupils. 

According to circumstances the teacher may call for 
all those whose last name begins with "A" to stand, or 
raise the hand until all are taken. Then for those 
beginning with "B," and so on. This method is used 
very satisfactorily in taking the names of pupils in the 
various classes. 

Or, slips on paper may be passed to the pupils by the 
teacher, upon which they are to write their name, age, 
and perhaps the studies which they pursued during the 
last term of school. 

Or, if the teacher does not care to take the names 
alphabetically, he may call for those in whose last 
name there are three letters, and xiq-kX four letters, etc.; 
this will attract their attention. 

Or, he may for a diversion call for those whose last 
name ends with a certain letter; as "a," "b," "c," etc.; 
this will cause all eyes to be open and attentive. 

Or, a paper may be started in a certain corner of the 
room to be passed from pupil to pupil regularly up and 
down the rows until all are taken. 

Or,' if but few are present, time may be taken to go 
to each one individually. 



14 1000 WAYS OF 1000 TEACHERS. 

Or, each pupil may be requested simply to leave his 
name with the teacher by writing or communicating it 
verbally. 

Or, if the old roll of the school be preserved it would 
be well to call it and mark those not present. In this, 
to familiarize the teacher with the pupil, it is a good 
idea to have the pupil rise as his name is called, that 
the teacher may see him and thereby know him. 

On the first day of school, after obtaining the 
names of the pupils, select some branch such as Spell- 
ing or Arithmetic, in which you can assign all work, 
and get them all to studying as soon as possible, thereby 
giving you opportunity to organize at greater leisure. 
Have your plan so well laid that you can keep them 
profitably busy the whole of the first day. 

It is too much to ask of pupils that they understand 
absolutely the meaning of every word they read. The 
teacher frequently calls for meanings which he himself 
is unable to give. The pupil ma)^ have an idea of 'the 
meaning of a word and yet be unable to express it. — 
A nonymous. 

We vary our opening exercises by having occasionally 
concert drill on History, Civil Government, Botany, or 
some other branch. — G. W. Cullison. 

Assign a number to each pupil, beginning at i. 

At the time for roll-call the pupils present name their 
numbers in order, the teacher calls the names of the 
absent ones and writes them on the board. This place 



OPENING AND CLOSINCx OF SCHOOL. 15 

should be near the entrance, that tardy ones may cross 
their numbers and mark opposite the number of minutes 
late. At the close of the session tardy pupils and those 
absent at previous sessions remain at desks to give 
verbal or written excuses. — Anonymous. 

Instead of the Bible reading and prayer, the school 
recite together some appropriate prose or poetry verse 
as for instance : 

If wisdom's ways you would wisely seek, 

These things observe with care : 
Of whom you speak, to whom you speak, 

And when, and how, and where. — Anonymous. 

We open by singing, followed by short talks on 
familiar topics or matters pertaining to school v/ork 
and discipline. — H. E. Hale. 

The roll may be called by the pupils calling their 
own numbers from one up. Or by the teacher calling 
names, and pupils responding. Or by monitors report- 
ing rows. Or some pupil especially delegated may 
report delinquents at night. 

The Scripture reading may be varied by pupils read- 
ing after the teacher ; reading alternately ; reading 
responsively, the teacher giving the first and the pupil 
the last part of the verse. The teacher may read first, 
then the boys, and next the girls. Various pupils 
called on individually may read. The teacher or the 
school may read the selection ; or the teacher and 
school togrether. 



16 loop WAYS OF lOOO TEACHERS. 

I read short appropriate selections, and offer a short 
prayer while the pupils stand. — J. C. Gregg. 

I have no formal method of opening school, but 
proceed to work as soon as pupils are seated. — F. A, 
Fogg. 

We open school by reading a chapter in the Bible 
and on Monday mornings vary by having each pupil 
recite a "Scriptural quotation." — J. B. Echli?ig. 

We open school with singing. The music is not 
necessarily of a devotional character. — H. C. Speer, 

We have no regular stereotyped method of opening 
school. My belief is that more depends upon the 
manner than the matter of the exercises. — C. S. Locke. 

The most satisfactory opening is the simplest. — H. 
H. Ballard. 

During the opening exercises have all books put 
away and let there be no studying. 

"Memory Gems," published by D. Appleton & Co., 
N. Y., is an excellent work from which to select 
exercises suitable for opening. 

Various subjects may be taken up, such as honor, 
truthfulness, neatness, promptness, accuracy, economy, 
pleasantness, dignity, politeness, cheerfulness, forbear- 
ance, etc., upon any one of which the teacher may 
make some remarks that are to the point and practical 



OPENING AND CLOSING OF SCHOOL. 17 

enough to leave upon the minds of the pupils the 
thought that they must put into practice particularly 
during the day the things he mentions. If the subject 
spoken of be Economy, let the idea be in each and 
every thing done by both teacher and pupil throughout 
the day in all the little details — ECONOMY ; in time, in 
chalk, in paper, in ink, in space at board and upon 
slates, etc. If the subject be Cheerfulness, let the idea 
of cheerfulness in conversation, in work, in recess, in 
difficult or unpleasant tasks, in going to and frorn school, 
etc., be impressed. One word may be used for such 
a period as the teacher thinks necessary. — Samuel 
Paisley. 

Any rule or remark that is necessary, I make at the 
opening, since it is a good time to make an impression. 
— Anonymous . 

A general question left over from one day to the 
next may very properly be called up before the first 
recitation. 

It is also the time to inform those who have been 
absent where the lessons are ; or permit them to find 
out for themselves. 

Long speeches as a rule are unfruitful of good results. 
— A nonymous. 

The following is suggested as a good way of keeping 

the daily register : Let an absence be indicated by | , 

this crossed, (+) will stand for tardy. A withdrawal 

from the school by PF, returned or registered by R, 

2 



18 lOOO WAYS OF 1000 TEACHERS. 

and transferred by T, after this placing the "whence" 
or "whither" of the transfer. Let the register be a 
complete history of each pupil's school life, his age, 
time of entering, time of leaving, cause, etc. — Teacher's 
Hand Book. 

I close the opening exercises with remarks of en- 
couragement, admonition, or instruction, as the case 
may be, striving to induce the feeling that I am in- 
terested in all their welfare — spiritual, mental, and 
physical, and their duties and recreations. — W. A. 
Buxton. 

Leave a short study period between the opening 
exercises and the first recitation. 

All lists of names for the convenience of the teacher 
should be alphabetically arranged. 

I was present at the opening exercises at the West- 
field Normal School a few days ago and was much 
pleased. First a psalm was read responsively, then a 
few verses from a chapter in James by the principal. 
Two verses of a hymn were sung, a short prayer was 
offered by the principal, and all joined in repeating the 
Lord's Prayer. — W. B. Rice. 

The teacher should especially guard against having 
such a rush of work come to a focus at the hour of 
closing that the school must be dismissed in confusion, 
some pupils withHheir work half done, others restless 
and confused, going out without regard to order or 
quiet. Better call all work to a close a few minutes 



OPENING AND CLOSING OF SCHOOL. 19 

before the time for dismissal and have all pass out 
quietly and in order. — AnonynioiLS. 

I have lying upon my desk a plot of the room with 
the name of each pupil written upon the desk he 
occupies. A glance over the room and then at the plot 
will tell me just who are absent. — D. R. Hatch. 

Sometimes I wrote upon the board a form for open- 
ing every day in the week and continued the course for 
several weeks. Th'ese the pupils recited with me in the 
opening exercises. — Fowle. 

To check and perhaps prevent noise when the pupils 
are dismissed at night, let the girls go first one night 
and the boys the next, etc., to see who can pass out 
the more quietly. 

Occasionally put the question in the evening, "What 
have you learned to-day that you did not know before .'' " 
and let the answer be taken from a number of pupils. 

Teachers desiring a variety of daily devotional ex- 
ercises already arranged can find the same in "Brooks' 
School Manual of Devotion," published by A. S. Barnes 
&Co. 

Have the pupils rise during roll-call and as each calls 
his number let him be seated. This teaches the scholars 
to pay close attention and saves time. — Clyman. 



CHAPTER 11. 



READING. 



I teach my pupils that as in adding and subtracting 
in Arithmetic we take one figure at a time, so in 
Reading we take but one syllable at a time ; and that 
to read well consists only in pronouncing each syllable 
clearly and with good inflection. Long words should 
be no bugbear to them. I frequently take time to write 
out such upon the blackboard, carefully marking the 
accented syllables and have pupils individually and the 
class collectively pronounce them ; especially such 
words as nec'es sa'ry and in' flu en'tial and others that 
are of frequent use. — Anonymous. 

Let the teacher take the part of the pupil and the 
pupil the part of the teacher. Let the teacher read 
incorrectly and request the pupil to tell wherein wrong. 
The teacher can show the pupil his error by reading 
exactly as he does. 

There are certain paragraphs that are valuable for 
the class to commit to memory. An exercise of this 
kind thrown in occasionally will lend interest to the 
lesson. Let all close books (including the teacher) ex- 

(20) 



READING. 21 

cept one, who reads a line or sentence and the class with 
teacher repeats. Do not take too much at once, and 
take something which is of itself worthy of recollection. 

Use stories occasionally from good journals or mag- 
azines. Or let a certain pupil read to the class from 
the home newspaper. 

To test good reading let the books of those who 
listen be closed, and have them mention what sounds 
wrong to them, or what is read so incorrectly that they 
do not catch the meaning. — Anonymous. 

That method is best which makes the pupil think 
most. — W. R. Comings. 

Encourage home practice and be not particular that 
it be upon the next lesson. Let the reading lesson be 
to cultivate a taste for reading. 

Have the pupil pronounce columns of words having 
no connection ; as in the spelling lesson. 

To teach accuracy let the pupil be caused to read 
the paragraph or stanza backward, word by word. 
This is a good exercise for those who are apt to read 
too hastily or indistinctly. It will cause them to look 
more closely and be more accurate. — Anonymous. 

To keep little children busy set them to copying the 
Reading lesson. Be sure that they put in all the capitals 
and punctuation marks. Look the work over yourself, 
or give to older pupils to correct. — Mrs. F. M. Case. 



22 lOOO ^YAYS OF lOOO TEACHERS. 

No pupil should be permitted to read a selection 
until every word in it is so familiar as to be pronounced 
at sight. — Alston Ellis. 

Allow one pupil to read consecutively two or three 
paragraphs sometimes, and do not be afraid to have 
him stop in the middle of a paragraph or at some "^^^^ 
station" for another to go on — Anonymous. 

"Read it again and see if you cannot do better," is 
advice which should be given only to the higher grades 
and older pupils. The young are not supposed to 
know what is best. — Anonymous. 

Lay out your Avork ahead. 

Study the sense of the piece ; for only when it is 
understood can the reading be intelligent. Do not 
attempt professional or elocutionary reading. That 
belongs to higher schools, the same as Trigonometry 
and Surveying follow Arithmetic in the Academy or 
College. — A nonynious. 

I adapt the piece to the capacity and taste of the 
pupil. I have them read so distinctly as to be readily 
understood. I have them read as if the language were 
their own. I frequently put the question, "Who can 
give a more natural expression.''" Also, "In doing so, 
how do you enunciate, emphasize, and inflect differently 
from the one who read before you.^*" — W. H. Beaman. 

Grammar can be taught incidentally by calling atten- 
tion to any peculiar grammatical constructions. Direct 



READING. 23 

their notice to the fact that some descriptions and 
narrations are finer than others, because in them the 
Adjectives and Adverbs are used more abundantly and 
to a better advantage. — McGiiffey. 

Accept suggestions from pupils as to how an expres- 
sion should be rendered ; but permit no criticisms upon 
a rendition you know is right. Be sure you are right, 
— A nonymous . 

Let one pupil read until called down for a mistake. 

Drill the class until. they are familiar with one para- 
graph, then let them read it in concert. 

Have some favorite piece, and drill on one paragraph 
each day. 

Let the class choose sides and correct each other. 

Let each pupil in the class have a blank book in 
which he shall write each day one rule dictated by the 
teacher and then commit it to memory. — W. A. Beer. 

Let Reading be Reading. Have abundance of it by 
the pupils and not too much by the teacher. Have a 
whole hour occasionally of nothing but reading. If 
the class needs it, give them practice with little or no 
outside questioning. 

It is well to have the paragraph read through by the 
pupil first. Then all errors corrected by the class. 
Then drill — line by line, or sentence by sentence. 
Insist on distinct enunciation. — Anonymous. 

At each lesson the teacher and the members of the 
class may alternately read word by word as rapidly as 



24 ICKX) WAYS OF lOOO TEACHERS. 

may be compatible with accuracy. This is an excellent 
practice, cultivating attention and enabling pupils read- 
ily to recognize words at sight. — W. F. Phelps. 

To break up too rapid reading let the pupil stop 
between the words until the teacher says "one" or 
gives a signal ; or let the pupil be caused to pronounce 
each word twice. — Anonymous. 

Bring out a general truth wherever it is possible. 
Enforce a practical lesson also as opportunity offers. 

Let a certain paragraph be assigned for spelling each 
day. 

Read with the pupils. Let one who reads rapidly 
read with one whose speed is slower. 

Let one pupil read to a certain punctuation mark, 
another to the next, and so on. This can be successful 
only when the pupils are so seated that they know who 
is to go on, without a name being called. 

Have frequent general lessons on -the sounds of letters, 
pitch, stress, volume, etc. 

Let the eye be a word or two ahead of the one 
pronounced. This is the secret of reading well strange 
or new pieces. 

Confidence is essential to good reading. It is to be 
encouraged by much practice and by feeling sure of 
one's ability. 



READING. 25 

To test good reading, let a pupil be required to make 
a certain number of mistakes in a paragraph (as, for 
instance, five,) and no more. 

Have written topics with inflections, emphasis, etc., 
marked. Let these be given to the pupils to practice 
and be prepared upon the next day. A little time 
spent by the teacher in preparing such, will amply 
repay him by the increased energy with which the 
pupils will take hold of the study. — Anonymous. 

When the pupils are suitably arranged, let the first 
one read the first word and the second the next, and so 
on. This may be rendered more interesting by having 
all stand near their seats, and as one misses, let him be 
seated.— W. F. A llcot. 

Reading can be taught in connection with Arithmetic, 
Geography, etc. In every example let the pupil be 
required to pronounce distinctly each word and read so 
that any one listening would get the idea. — S. C. Greer. 

The teacher may inform the class that in a paragraph 
to be read by him there will be four mistakes in 
pronunciation, and ask them to find them as he reads. 
Or if he is not sure that he will make just four, let him 
tell them that there will be a number, and he desires 
them to observe all of them. 

When interest lags the teacher may tell the class that 
he will ask a question upon each word in a certain 
paragraph. This he may perform in a variety of ways, 
by calling for the elementary sounds, or the dependence 



26 1000 WAYS OF lOOO TEACHERS. 

of the word grammatically, or its spelling (if the books 
are closed), or its silent letters, or whether it be a 
monosyllable, dissyllable, or trisyllable, or what its 
part of speech, or its meaning, or a synonym for it, and 
many others which will suggest themselves to a thought- 
ful teacher. This may be varied by having the pupils 
ask the teacher questions. — A . C. Pejny. 

Practice on fragments of piece to show that different 
ideas may be conveyed by the words according to the 
reading. For instance, the sentence, "Young as I am 
'tis monstrous hard" will admit of a number of different 
constructions as it is read with different emphases or 
inflections. — L. F. Ringhoiise. 

Let those who read in a low tone be drilled each day 
in reading louder. Let them be taxed to the uttermost, 
for in this way only can the habit be broken. 

Call attention to the punctuation marks, and teach 
that they are not so much for rhetorical pauses as they 
are to assist the reader in getting the idea of the 
author. Illustrate upon the blackboard with a sentence 
how a change of punctuation changes the idea, as thus : 
•" I said that he lied ; it is true, and I am sorry for it," 
which may be changed to the opposite meaning by 
punctuating it thus: "I said that he lied, it is true; 
and I am sorry for it." 

A valuable exercise in connection with the reading 
is to have the pupil close his book and give some of 
the thoughts which he has read in his own words. If 
the lesson be a story, let one pupil tell as much of it as 



READING. -^ 27 

he knows, or let one start it and another go on. Be 
sure that they give attention to the thoughts expressed 
by the words they read. In connection with this, let 
them change the easier selections in poetry which they 
read to prose. — Primary Teacher. 

Do not let pupils get the idea that they must make a 
pause for eveiy punctuation mark. 

As a matter of habit, teach the pupils to look up any 
biographical, historical, or geographical reference that 
occurs in the lesson. 

Do not read a whole paragraph, unless it be a short 
one, for the pupil to imitate. Let it be taken in 
sentences, as the pupil cannot recollect all of the pro- 
nunciations and inflections in a long expression. See 
to it also that he is giving his attention to your read- 
ing. — A nonymous. 

Or let them pick out the paragraph which they think 
is the most difficult to read, or the one which contains 
the most vivid description, or that which has the most 
eloquent sentences, or that which has the most beauty 
whether in word or thought. — Primary Teacher. 

Let them change certain sentences to other kinds ; 
as, for illustration, one that contains a statement to one 
that contains an inquiry or command. Let them make 
a statement out of an inquiry, etc., etc. — Examiner. . 

Let them take a certain specified sentence and ex- 
press the opposite of the idea in the book. 



28 lOOO WAYS OF lOOO TEACHERS. 

Or have them give the same idea, using more words 
or fewer words as the case may be. 

For a diversion, with a class which has made suitable 
proficiency, difficult, practical exercises may be intro- 
duced as a test of their ability to enunciate distinctly ; 
as, " Peter Prickly Prangle picked three pecks of prickly 
pears from three prickly prangly pear trees." Those 
also with the many sounds of s, z, f, sh, and other 
letters can be introduced with the double advantage of 
causing fresh interest in the study and accomplishing 
the end sought by the teacher, namely, distinct utter- 
ance. — G. C. Mantling. 

With certain classes, pupils may be called upon to 
name the parts of speech of words in their order. 

Let the teacher give the meaning of a certain word 
which the pupil is to find in what he reads. 

Where it is practicable, the pupil may be asked to 
give a word which, substituted in the place of a certain 
one in the lesson, would convey the same meaning. 

Have pupils write upon their slates all words which 
they are unable to pronounce in the lesson assigned. 
Let some pupil in the class pronounce those which are 
brought rather than the teacher, if possible, thus teach- 
ing them to depend upon \.hemse\wQS.— Medina Cotmty 
Register. 

Every teacher of reading should collect numerous 
prose sentences and stanzas of poetry requiring a 



READING. 29 

variety of tones in the reading and adapted to the 
capacities of the pupils, and use them for purposes of 
drill. — Wickersham. 

A teacher should never assign a reading lesson to 
his pupils that they are unable to comprehend. — Anon. 

Flippant pronunciation is not good reading. 

Skillful reading is hardly possible for one who is not 
a good general scholar. 

Do not interrupt a pupil in the middle of a paragraph 
to correct a mistake. Such a proceeding is awkward 
for both teacher and pupil. — Anonymous. 

Be patient with the bunglers. 

Occasionally read as few words as the sense will 
allow, and have all read after you. By this means all 
may be benefited. 

Take a story from a newspaper or magazine and cut 
it 'up into sections, giving them to various pupils to 
read. The attention and interest of all the class will 
thereby be secured. 

It is a good exercise occasionally to have one pupil 
step out in front of the class or the school and read a 
verse or selection for the others to criticise in every 
particular. The value to the pupil of such an exercise 
is two-fold ; it gives confidence in himself and causes 
him to be particularly careful in his reading. — Anon. 



30 lOOO WAYS OF lOOO TEACHERS. 

Dialogues are best understood by children ; are read 
more naturally and with more animation ; and as the 
inflections of the voice in them are more various, they 
are particularly useful, and more of them should be 
introduced for practice. — Fozvle. 

Ideas are of more importance than words ; it is 
therefore better for the pupil to express the tJioiight, 
even if he miscall a word now and then, than to read 
all the words correctly and have no idea. — Howai'd's 
ManzLal. 

If you tell a child that he is wrong in his efforts to 
express the thought, your criticism is lost unless you 
show him the correct way. — Anonymous. 

Encourage and practice favorable criticism rather 
than adverse. We gain more by securing the imitation 
of the good than by merely indicating what is faulty. 
— Howard. 

Encourage your pupils to take their books home at 
night and to read aloud there. You will often accom- 
plish more by securing the help of parents in some way 
than by your own direct efforts. 

To prevent beginning thoughtlessly the teacher may 
first question about the subject of the lesson ; thus, 
"About whom is this lesson.''" "Where did he live.''" 
"What did he do.-*" etc. Then the children may read. 
I would encourage them as if they were trying to 
interest me. When a child had read a few sentences, 
I would ask him what he had read. He would look off 



READING. 31 

his book and tell. The next child will expect to be 
asked to tell what he reads, and, therefore, will read 
thoughtfully. If the teachers in higher grades will ask 
their pupils to tell what they read, I think that they will 
find many students who do not get an intelligent idea of 
their lessons. Such reading encourages stupidity and 
hinders mental activity. — Emily J. Rice. 

It is an advantage to place reading classes at some 
distance from the teacher and to classify the voices of 
those who read in the same class, and hear them in 
sections. — Wickers ham. 

Practice may be had with sentences in which the 
emphatic words are indicated to the eye. These may be 
written upon the blackboard. It is in favor of such 
training that while pupils are receiving this kind of 
training, they can at the same time learn the use of 
emphasis, and the different methods of giving it. — The 
Teacher. 

An interesting mode of recitation to illustrate in- 
flection consists in arranging a series oi sounds, letters, 
figures, or words in the form of questions and answers, 
and allowing one portion of the class to put the questions 
and the other to give the answers — Anonymous. 

In reviews, do not be unwilling to allow one pupil to 
read a whole piece without interruption. 

Be ever ready to assist a pupil to pronounce difficult 
words ; sometimes it would be well to have him stop in 
his reading and spell such. 



32 1000 way; of iooo teachers. 

Before requiring the class to read the paragraphs con- 
secutively, sometimes select a single paragraph and let 
each member of the class read it in rotation. Between 
each rendition call on such of the class as have observed 
errors to raise their hands. Then let these corrections 
be given so that all will understand them, before the 
next reads. Grant precedence to those who make the 
most important corrections. — Foivle. 

Never let mispronounced words go unnoticed. 

Questions addressed to young learners on the lesson 
should be calculated to exercise their perceptive powers 
and their memories. — Wickersham. 

Strength can be given to the voice by judicious 
breathing exercises and by oft-repeated lessons in utter- 
ing letters, letter sounds, words, syllables, and sentences 
with different degrees of loudness. The teacher should 
illustrate these lessons, by first making the sounds 
himself and afterwards aid his pupils by accompanying 
them with his voice in their efforts to imitate him — 
A nonymoiis. 

A teacher who cannot clearly utter the forty-four 
elementary sounds of the English language should 
not expect his pupils to learn to do so. 

In a great majority of schools, pupils are using 
reading books too far advanced for them, and the con- 
sequence is, they learn little in reading that is valuable 
to them, but acquire habits that it is scarcely possible 
to correct. — Wickersham. 



READING. 33 

It is the teacher's special duty to supply the want of 
exercise to the vocal organs. 

Make language transparent that the thought may be 
revealed. 

Teach pupils to weigh every word, phrase, and sen- 
tence of the lesson. 

The teacher should lose no opportunity of impressing 
upon his pupils the ennobling sentiments which he may 
find in the reading lesson. 

With younger children instruction must be mainly 
by imitation, and in advanced classes imitation may be 
assisted by rules. — Ajtonymous. 

Let the country teacher, after his pupils have gone 
home in the evening, read and declaim to the empty 
seats for half an hour each day the lessons in the 
Readers. The time thus spent will repay him many 
fold. It will elevate him not only among teachers, but 
among all classes. — Lind. 

Histories are excellent reading books. 

Spelling in connection with the reading may be 
made interesting by having one pupil give a word in 
the lesson for another to spell, etc. 

In reading, the teacher should not sit as a judge, 
merely, but as a teacJier, that the pupil's voice, un- 
derstanding, and perception may be cultivated and 
3 



34 1000 WAYS OF 1000 TEACHERS. 

developed ; that the gems of thought, the beauties of 
language, and the golden truths of the authors may not 
pass unnoticed or unappreciated. In no branch of 
study is a teacher more needed than in reading. — 
A 7tonymous. 

In teaching beginners to read, do not attempt to 
familiarize them with too many words at once. 

If possible, the class should always stand while read- 
ing, and so stand that the teacher can see the entire 
person of every one, that he may watch their positions. 
— Foivle. 

Concert reading should not be used to such an extent 
as to supplant individual drill. Many teachers have 
the fault of using the former as the rule, and the latter 
as the exception. — W. F. Ledlie. 

The advantage of reading aloud is inestimable, but 
teach the pupils to make personal studies of pieces 
even in the second reader, and then call for the differ- 
ent renditions. If false, then give your own. This 
avoids mimicry. — Anonymous. 

The teacher must be careful to favor weak voices, 
and while he endeavors gradually to strengthen them, 
he must not break or injure them by requiring too 
great an effort at first. — Anonymous. 

The teacher should consult all the practical works 
on the art of reading, but, as far as my observation 
goes, it is idle to put marks and rules and directions 



READING. 35 

by words or characters into books intended to be read 
by children, for the plain reason that they seldom or 
never use them. — Anonymous. 

Teach the pupils to take in, if possible, the sense of a 
whole line or stanza at a glance, so as to know what is 
coming and be ready with the proper inflection. Care- 
ful attention only can accomplish this, yet it is absolutely 
necessary for the successful reading of new articles. 

Self-composure and self-coniidence are necessary for 
the good reader. Encourage these frequently. 

Break up the sing-song drawl by having the pupil 
read with you, and by persistent drill. 

Let not your anxiety for accurate pronunciation cause 
you to be over exact in fine distinctions of such sounds 
as short Italian a and short o, etc. — Country Teacher. 

Social reading should be encouraged. The industry 
in many a sewing circle has been enlivened by a well 
selected reading by one of their number. Reading 
circles ought to be maintained in every town, and the 
teacher should be the prime mover in the enterprise. — 
A nonymoiis. 

Teach reading as a means of obtaining knowledge 
rather than of communicating it. — 5. R. Thompso7i. 

In teaching the interpretations of the characters used 
in Webster's dictionary, the following table may be of 
value : 



36 



1000 WAYS OF lOOO TEACHERS. 



EQUIVALENT SOUNDS. 



a e 


a 


a e a 


a e i 


e 




e 1 y ft 6 


late 


rat 


:are father 


ask meat 


set 




vgrge 


\eil 


^ 


where 


pique 




mirth 














myrtle 














murmur 














work 


I y 


i y 


o 6 a 


6 g, oo u o 


(X) u o u ew 


1C^; 


lie 


more not 


order 


fool 


foot mute 


'ying 


merry 


what 


all 


ride 
prove 


bull blew 
wolf 


u 6 


■e ^ z 


gg n 


n s § 


ks X z 


gz 


fh th 


nut 


sae 


get sin loose 


ax 




fhat 


done 


gra(je 


edge link k§e 


xebec 


think 




sa-erifice 




exact 





The following table of the characters representing 
the elementary sounds may be valuable also : 



r 



TD 



in 



H 



e e 6 
'Common, 17 i _ 

' 00000 



Vowels, 21 < 

I Diphthongs, 2 : ou, oi. 

I Sub-vowels, 2 : w and y. 

^ r- 4. /c f Pj t, k, ch, f, sch, th. 

r Cognates, 16 ] I' ' ' . ' ' ' 

(b, d, g, J, V, z, zh, th. 

Consonants,23 j Liquids, 5 : 1, m, n, r, n. 
i_ Aspirates, 2 : h, and hw. 



READING. 37 

Particular attention should be paid to the position 
of the pupil while reading — that he should stand on 
both feet — hold the book properly, with one hand, and 
at a suitable distance from the eye — stand erect and 
free from desk, bench, or wall, and face the teacher. 
Let these points always be open for criticism. — L. N. 
Camp. 

In phonics, an interesting exercise may be made by 
the teacher's giving a pupil a certain consonant, as m, 
or r, with which he is to form as many words as pos- 
sible by placing a character standing for a vowel sound 
(before or after) ; as thus : 

ma, ma, me, mo, mu, ml, etc.; or e:r., am, am, etc. 

Or the teacher may give a vowel sound to be placed 
with a consonant (before or after) to form a word, as : 

a in ab, ad, as, al, ak, am, etc.; or I in hi, li, si, mi, etc., 
always requiring the correct spelling of the word with 
the phonic form. 

Or the teacher may write a sentence upon the board 
phonetically for the pupils to copy with correct spell- 
ing, or vice versa. 

The teacher may give the elementary sounds for the 
class to tell the word, or some pupil may give the 
sounds in a word which some member of the class or 
the teacher himself will mention. 

The teacher may give a number of sounds which 
can be arranged into one or more words, and request 
the class to make out the word. 



38 1000 WAYS OF lOOO TEACHERS. 

Or a word may be written phonetically upon the 
blackboard for the class to make words from, using 
only the sounds found in the one written. 

Mutual friendly criticisms on pronunciation should 
be encouraged. 

One pupil may be requested to start a word which 
he has in his mind by giving the first sound in it ; 
another may fit that to a sound which is found second 
in a word upon which he is thinking ; another may give 
the third sound, and so on until a word is formed. 
— Webb. 



CHAPTER III. 

ARITHMETIC. 

Arithmetic is to a great extent mechanical. Facility- 
is the great end to be aimed at in its study. To interest 
the class, I try to be interested myself and to make the 
lesson interesting. I let the pupils do the work. — E. T. 
Lockard. 

In various kinds of work it is advantageous to have 
one-half of the class at the board and one-half at their 
seats. 

When the class is working on interest, addition, or 
any other subject where they choose to work by- 
different methods, good and interesting work may be 
obtained by dividing the pupils into as many divisions 
as there are methods used, and testing whose method is 
best by the quickness with which results are given — 
the teacher of course giving the examples and watch- 
ing impartially for the first one that has the correct 
answer. — A nonymoiis. 

Have occasional contests, members of the class choos- 
ing sides. This will often work well when better 

(39) 



40 1000 WAYS OF 1000 TEACHERS. 

methods fail. In these it would be best for the teacher 
to give the problems, (previously prepared,) and let the 
prize (that is, the teacher's approval) be for the sice 
that makes the fewest errors, each pupil having the 
same number of problems ; or it may be for the side 
that works the more ; or pupils may dictate examples 
to one another. — Mrs. A. M. Mills. 

Let each pupil bring to the class a problem, under 
the principle or table as the case may be that the 
lesson is on, and from these the teacher may select 
examples for practice. 

I have my pupils commit but three rules ; namely, 
those for Partial Payments, Cube root, and Square root. 
— A nonyino2LS. 

Let one pupil read the rule, step by step, while the 
teacher or some member of the class performs the work 
at the board, the class doing the same on their slates. — 
Olneys Arithmetic. 

To awaken interest in the class work and also to give 
pupils an excellent drill in rapid work where there is 
not much likelihood of their making a mistake, let the 
teacher give such examples as this: ii,iii,iii, to be 
multiplied by ii,iii,iii ; the work, though long, being 
easy and bringing the peculiar answer, 123,456,787,654,- 
321. Or let the multiplier be 4,444 and multiplicand 2,- 
222, with the peculiar answer 987,456. In these, the work 
is easy, and the pupils, if naturally slow workers, will be 
encouraged with believing that they can work fast. 
Let long examples in addition be given, in which there 



' ARITHMETIC. 41 

is no digit above four ; or in subtraction where the 
minuend 4S always as large as or larger than the sub- 
trahend. — C. E. Ashton. 

The following scheme may assist the teacher in the 
explanation of notation and numeration. 

Quadrillions. Trillions. Billions. Millions. Thousands. Units. 



■^t'^ i^s- :s|2 S2« .^gl -s 



c 



-O cr-.;-, 'O.P.S 'O'^O 'OG.ii 'T3-m2 'O,. trt 

Cj-rt 5c — ' ^ CZ^ 5cr^ CCO '-'G"'^ 

2S^ 2S'C 3S-;:; 2S'c; 2Sr^ 2<uS 

^+jCr ^4-14-1 ^4-'rO ^4_.C ^4_)4_) ^4-';3 

400 206 

9 

324 603 247 896 504 

189 204 266 899 466 233 

It should be drawn as the teacher goes on with his 
explanation, showing that each column is an order, 
that it takes ten of one order to make one of tfie 
next higher, that three orders make a period as marked, 
that the name of a period is the same as the first order 
in that period, that a figitre, or digit has different 
values according as it stands in different orders, etc. 
Let attention be called to the fact that in reading 
numbers we read the number expressed in a period and 
give the name of the period from the highest on down 
to the lowest. Let them practice reading from the 
scheme which the teacher has before them on the 
board, and observe that the only difference in reading 
any number out of the scheme is that the commas 



42 1000 WAYS OF 1000 TEACHERS. 

must take the place of the spaces which separate the 
periods and that they must know the names of the 
periods— ^units, thousands, millions, billions, etc. No\ 
tens of thousands and hundreds of millions, but ten- 
thousands and hundred-millions. 

In decimals something like the following will probably 
be of assistance. 









^ 


13 






^ 










■4-1 


G 




tn 


+j 










'O 


rt 




,c| 


G 






tn 


en 


c 


C/5 




-M 


.2 






13 


,13 

o 

■J-J 


O 


3 

o 


en 


.2 


a 


tn 

rG 

■(-> 


■(-> 

C 

4-> 








S 


1 

(U 




3 


9 


















8 


6 





4 












2 





3 


9 


4 





6 






8 


I 





o 








9 


4 


2 



Call attention to the fact that the only difference in 
the names of the orders on either side is the addition 
of the two letters "th" to the orders on the right, and 
that they are exactly the same in regularity of arrange- 
ment and also that the orders increase in value from 
the right to the left in a tenfold ratio, just the same as 
those on the left of the decimal. 

Point out the contrasts, that ciphers placed before an 
integer do not affect its value ; but before a decimal do. 
That ciphers placed after an integer do affect its value ; 
but after a decimal do not. 



ARITHMETIC. 4S 

Also that to the right of the decimal point the third 
place is thousandths, the sixth is millionths, the ninth 
billionths, etc. 

Also point out the fact that to the left of the decimal 
the number of an order is two more than the number 
indicated by the Latin adjective at the first of the 
word (all of which should be taught as far as ten). 
Billions is the fourth — bi meaning two. Trillions is the 
fifth — tri or tris meaning three, etc., etc., etc. 

Always keep your pupils busy, for industrious pupils 
are orderly. 

With beginners in our primary department we use 
the various combinations in addition to ten as follows : 



1+1 = 2 


1+3=4 


4+1 = 5 


1 + 2=3 


3+1=4 


1+4=5 


2+1 = 3 


2+2 = 4 


2+3 = 5 
3+2=5 



After they have been thoroughly drilled in this man- 
ner, they are then taught to add numbers by what we 
call the tens system; as for instance we wish to add the 
following : 
1685 Beginning with the seven we take enough from 
6843 the eight to make ten, as seven and three are 
9684 ten ; ten and the five remaining of the eight are 
2168 fifteen, and four are nineteen ; nineteen and one 
6857 from the three make twenty, plus the two re- 
27237 maining make twenty -two; twenty -two plus 
five make twenty-seven ; write the seven and 
carry the two, proceeding as before. — R. W. Wood. 



44 lOOO WAYS OF 1000 TEACHERS. 

Greater interest will sometimes be aroused by mak- 
ing the exercises social to the extent that pupils assist 
in the giving of the problems, as thus : All have slates 
in hand, including teacher; one pupil gives one of the 
numbers to be added, another gives another, etc., until 
by a signal from the teacher all proceed to add. Or 
one pupil may be called on for the minuend and another 
for the subtrahend. Or one the multiplier and another 
the multiplicand, etc. 

In Interest, let one give the principal ; a second, the 
rate per cent.; a third, the years ; a fourth, the months ; 
and a fifth, the days. — Fcltcr. 

Make Long Division interesting by giving the pupils 
a change in the form of putting down the example ; as 
thus : 

FRENCH'S. 

24)43248(1802 

192 
192 



RAY'S. 


ITALIAN. 


43248(24 


24)43248(1802 


24 1802 


192 


192 


48 


192 




48 




48 





48 
48 

The last consists in writing only the remainders. 

Topical recitations may be conducted in a variety of 
ways. Numbers may be assigned each member of the 
class, or a number may be taken by a pupil voluntarily 
calling it as his choice, or little slips may be passed to 
the pupils with the numbers one, two, three, etc., written 



ARITHMETIC. 45 

upon them for the pupils to draw. Each should have a 
number. Corresponding to these are the topics written 
upon slips, and as the teacher calls No. i, the pupil 
who has that number takes his topic, etc. It is well to 
pass out but about the first six at once, so that the atten- 
tion of the others may be directed to what is recited. As 
No. I recites let No. / step forward for a topic, etc. — 
Normal Method. 

Let one example (a long- or hard one) be written upon 
the board occasionally for pupils to work at for a 
change, or to occupy their spare time. 

If the class be small, the topics (numbered) can be 
drawn directly from the hand of the teacher. 

Original practical problems that deal in things with 
which the pupil has acquaintance, are by far the most 
valuable, and should be introduced at every opportunity, 
as for instance, to find the square feet in a certain 
piece of blackboard, or on a certain desk, to find the 
number of gallons that the drum of the stove will con- 
tain, the number of perches in the school yard, the cost 
to calcimine the ceiling at a certain price per square 
yard, etc., etc. If possible, introduce something practi- 
cal of this kind in every recitation. 

In Compound Numbers, the teacher may write a list 
of numbers upon the board, as thus : i6, 24, 4, 200, 8, 
2240, 1760, 32, 437;^, and so on, according to the tables 
studied, and then ask, " How many of the class know 
what 16 stands for.?" He should take care that every 
possible answer be given. Thus 4 may stand for quar- 
ters in a hundred weight — nails in aquarter — farthings 



46 1000 WAYS OF 1000 TEACHERS. 

in a penny — quarters in a yard — hogsheads in a ton — 
pecks in a bushel — gills in a pint, etc. 

Or pupils may be caused to number upon their slates 
from one to twelve (or any other number). The teacher 
having done the same, asks, for instance, " How many 
grains in a scruple.?" — all writing in figures the answer 
opposite the number one. The teacher having given 
time for even the slowest to write his answer without 
too much thinking, passes to the second, and so on. 
These may be given so rapidly as to preclude the pos- 
sibility of much cheating. 

The answers may be taken by each pupil giving his 
own, or the slates may be interchanged and corrected 
by dictation of what is correct from the teacher. 

This may be reversed by the teacher giving a num- 
ber and the pupils writing the name of the kind of 
which it takes that number to make one of the next 
higher. Thus the teacher says "sixteen," pupils write 
*^ ounces in a pound." The teacher says "nine," pupils 
write ^^ square feet in a square yard," etc. 

In this exercise as well as in all others in which pupils 
correct their own work from dictation by the teacher, 
there is an opportunity to catch those who are not 
careful or who are inclined to cheat. The teacher may 
occasionally give an incorrect answer and honestly ask, 
"How many have that.?" Some will perhaps raise the 
hand, whose slates when examined will be found to 
contain some other answer. Sharp reproof adminis- 
tered with discrimination at such times will most 
generally cause them to be more careful. 

As early as possible show that the writing of the 
partial products in multiplication may be in any order 



ARITHMETIC. 47 

SO long as units of the same order fall in the same 
column. This may be illustrated as follows : 

4296 
6042 

25776 
8592 
17184 
25956432 

Also, where it is possible to shorten the labor, instruct 
the pupil in the shortest method which he is capable of 
comprehending ; as for instance, in the above example, 
since 42 = 7X6, if we multiply by 6 and by 7, we 
get the product of the number by 42, and all that is 
necessary to make it units is to put the right hand figure 
of the product in units order, thus : 

4296 
6042 

25776 
180432 

25956432 — Anonymous. 

In the above example a still shorter method might 
be given to advanced classes, wherein all the work 
must be done in the mind without the assistance of 
figures at all ; thus for convenience, reverse the figures 
of the multiplier as follows : 

4296 

2406 

25956432 



48 1000 WAYS OF lOOO TEACHERS. 

Beginning with the left hand figure of the multipHer, 
say 2X6=12, write the 2 and carry the'i; 2X9=18, 
plus the 1= 19. Also 4X6= 24,+ 19=43, write the 3 and 
carry 4: 2X2 = 4+4=8, 4X9=36, 0X6=0+36+8 = 44, 
write the four and carry four; 2X4=8+4=12,4X2 = 8. 
0X9=0, 6x6=36+0+8+12=56, write the six and 
carry the five; 4x4=16+5 = 21, 0X2 = 0, 6 X 9= 54, 
+0+21 = 75; write the five and carry seven, etc., etc. 
Unless there be many figures in the multiplier this 
method is undoubtedly the shortest. The reason '''why''' 
will become evident to any one who recollects that the 
2 is units, 4 is tens, etc., etc. — Anonymous. 

As a diversion, take a column of figures such as, 
6 Let the column be added from top down or 
9 from bottom to top by any pupil or the class in 

4 concert, care being taken that the response 
3 comes thus : — two, five, seven, fifteen, twenty, 
2 twenty-seven, etc. 

6 When these have been gone over once or 

7 twice, instead of erasing or writing fresh figures, 

5 start them with any number, as i, 2, 10, or 12, 

8 to which they are to add, as 12, 14, I7, 19, 27, 

2 32, etc.; or 

3 Let them give separately the sums of first 
2 and second, second and third, third and fourth, 

etc.; or 

The sum of each separately with any number the 
teacher may give to be used through the column, as 9 
with the 2 gives 11, with the 3 12, etc.; or 

The difference bejtween first and second, second and 
third, etc.; or 

The difference between any number the teacher may 



ARITHMETIC. 49 

mention and each of the numbers in the column suc- 
cessively ; or 

Start with any number, as 75, and successively sub- 
tract ; or 

Use them as multipliers to a given multiplicand ; or 
Multiply first by second, second by third, etc.; or 
Use them as divisors with a common dividend calling 
for quotients and remainders. 

Mental exercises in Addition alone, or with Subtrac- 
tion ; also those in Subtraction alone or with Addition, 
Multiplication and Division, are valuable at any time. 
Thus the teacher may say, "Seven times nine, plus one 
divided by eight, minus two, times six, divided by four, 
equals what V ■ ' 

Such an exercise as the above is excellent to fill up 
a few spare minutes before a recess, or a noon, or the 
close of school. 

The following exercise, where the pupil works back- 
ward from the answer, using the opposite of the sign 
written is suggested: — "What number-}-4,X3, — 1,-^8, 
X 5,+a,-^ii — I, X8,X3, + 1,-^5 = 5 ?" — (the commas in- 
dicating separate steps in the question may be omitted 
when that is understood by the pupils). - Read in full, 
the question would be, "What number increased by 
four and that answer multiplied by three and that 
answer diminished by one, etc., etc." 

Counting exercises are valuable with elementary or 
even advanced classes ; thus, with two, beginning with 
one or two; as, i, 3, 5, 7, 9, 11, etc., or 2, 4, 6, 8, etc. 

With three, beginning with one, two, or three ; as i, 
4 



60 lOOO WAYS OF lOOO TEACHERS. 

4, 7, 10, 13, i6, etc., or 2, 5, 8, ii, 14, 17, etc., or 3, 6, 9, 
12, 15, etc. 

With four, beginning with one, two, three, or four ; 
as I, 5, 9, 13, 17, 21, etc., or 2, 6, 10, 14, 18, 22, etc., or 3, 
7, II, 15, 19, etc., or 4, 8, 12, etc. 

With thirteen; as 13, 26, 39, 52, 65, etc., etc. — Goff. 

The same principle can be used in Subtraction, start- 
ing with any number and constantly subtracting a 
given number; as starting with 75 and continually 
subtracting 3 we have 75, 72, 69, 66, 6^, etc. 

The recitations upon the multiplication table can be 
varied by calling for a certain table forward with the 
odd numbers and backward with the even ones ; as 
1X6=6, 3X6=18, 5x6=30, and 12X6=72, 10X6=60, 
8X6=48, etc. 

Or it may be given forward every third number and 
backward Q.M&XY fo.urth, etc., etc. 

Or the teacher may write upon the board the factors, 
and pupils on slates write the corresponding answers. 

Or the teacher may write a list of products, the 
pupils to find suitable factors. 

Or he may write a list of numbers of two digits as 
thus : 

36 And ask the class to give the products of 
45 the two digit figures; as 18, 20, 4, 48, etc. 
22 Or the products increased by a certain num- 
86 ber, as 3 ; thus, 21, 23, 7, etc. 



^ ARITHMETIC. 51 

Or the products diminished by a certain number 
as 2 ; thus, i6, i8, 2, 46, etc. 

Or the first product increased by one, the second by 
two, etc. 

Or the sum of the digits to or from their product. 

Or the difference of the digits to or from their 
product. 

Or the difference of the sum and difference of the 
digits to or from their product. 

Where there is a long list of general promiscuous 
problems, it is better to have the "how" and the "why," 
or in other words, the method of solution of all of the 
examples given in the class where all can give attention, 
than to have each one separately working at the board. 

On certain subjects it is well to have all the examples 
brought to the class solved, so that one can go on 
where another closes, and thus save time, chalk and 
blackboard. By this means outside work can be forced 
from the pupil, and each one gets the benefit of the 
practice. — C. A. Hiirlbut. 

When you require outside work — see that it is done. 

Where the class is large, and the work is problems, 
as in Interest, Percentage, Compound Numbers, Multi- 
plication, etc., etc., the following is suggested : Let the 
class, according to its size, be divided into two or three 
divisions and pupils assigned numbers so that two 
or three have the number one, two or three the 
number ttvo, etc., taking care that those who have the 
same number be far apart. From examples prepared 



52 1000 WAYS OF lOOO TEACHERS. * 

with answers, or from some other Arithmetic than the 
text-book used, the teacher may call the number one 
and give a problem, two and give another, etc., till all 
are at work, then beginning at one he takes answers 
from those who worked under that number, and as soon 
as taken assigns another, and so on. By this means a 
large class can be interested and profited. 

Or certain examples may be written upon the board 
in front of the class for them to solve, thus giving the 
teacher an opportunity to assist those who need assist- 
ance, either by way of correction or direction. 

In many cases the teacher may advantageously per- 
form the work on the board in front of the pupils as 
they dictate. 

Or in long examples, as in Partial Payments and 
Compound Interest, an example may be started by one 
pupil and carried on by others to completion, the class 
and teacher watching for mistakes. 

A pleasant exercise in decimals is for the teacher to 
write upon the board a number, as 103246, letting indi- 
viduals in the class read the numbers expressed by the 
figures, keeping the voice up until the decimal point is 
placed, and then give the kind. The name of the 
number being determined by the order in which the 
last figure stands. — Normal. 

The subjects of Greatest Common Divisor and Least 
Common Multiple may be made interesting perhaps 
by something like the following : Let a number of 



ARITHMETIC. 53 

illustrations be drawn to represent jars. Tell them 
that to find the Greatest Common Divisor is to find the 
largest measure of two or more quantities. In this case 
it would be to find the largest vessel that will exactly 
measure the three. (It would be better to have empty 
bottles or boxes instead of the drawings.) Tell them 
we can find this measure without knowing what the 
capacity of each jar is ; thus we may fill the smallest 
and empty into the next larger, if it exactly fills it and 
also the largest one when filled and emptied a certain 
number of times it is the largest measure of the three. 
If it will not, then we must start next with a measure 
one-half the size of the smallest, and if it will not do 
then, next one third, and so on down until one is found 
that will measure them. 

Allow wide range in the forms of analysis so long as 
the language is good and reasoning logical. — Teachers^ 
Hand-Book. 

Least Common Multiple may be explained with the 
same kind of an illustration. If the largest will exactly 
hold the contents of each of the others when filled and 
emptied separately into it, then it is the smallest vessel 
that will contain them. If it will not, then we must 
try one twice its size, and if it will not, then one three 
times its size, etc. 

The above may be illustrated with weights, capacities, 
lengths, areas, etc., etc. 

If pupils do not see the reason for learning factoring 
and the finding of the Greatest Common Divisor and 



54 lOOO WAYS OF 1000 TEACHERS. 

the Least Common Multiple, tell them that aside from 
being valuable of themselves, they are of great use in 
dealing with fractions, as in reduction, addition, etc., 
etc. — Morgan County Teachers' Institute. 

Reward neatness of work as well as accuracy. 

In written examinations, where but few are perfect, a 
proper emulation may be awakened by posting in some 
conspicuous place in the schoolroom the papers of those 
perfect. 

Let pupils compete for the above "honorable notice" 
also in the writing of a page of figures on half sheets of 
paper, as thus : 

I, 2, 3, 4, 5, 6, 7, 8, 9, o. 
I, 2, 3, 4, 5, 6, 7, 8, 9, o. 

Neat figures and accurate placing in columns without 
the assistance of perpendicular lines being the ends 
sought. 

Much time can be saved to the teacher if he have 
written out and fully explained on heavy white card- 
board, examples under each of the more difficult prin- 
ciples of Arithmetic ; so that when a pupil comes for 
assistance in any of these, the teacher, if busy, may 
give him the cardboard on which there is the full and 
lucid explanation. This can be used to a great advantage 
in True Discount, Bank Discount, Alligation, etc. The 
object of having cardboard is that it is not easily de- 
stroyed. — Anonymous. 



ARITHMETIC. 55 

Show that hundredths divided by thousandths gives 
tens, thus Th-^rwm=TUX^^r^=IO. 

Also that ten-thousandths divided by hundredths 
gives hundredths, thus loooo -^-TFg^TTOtrirX^— tto. 

Also that ten times tenths gives units, thus lOX tV= i. 

Also that tenths divided by tenths gives units, thus 
Tjy-^Tir — tttX r — I. 

Also that hundredths times ten thousandths gives 
millionths, thus T:hsXTuh^=TS5hisis. 



Also that tenths times tenths gives hundredths, thus 

1 v/ 1 1 

From these establish the truth of the decimal rules 
of division and multiplication. 

In writing and in reading decimals, the Normal pupil 
would first determine or note "How many?" and next 
"What?" thus, 21.4613 would be read — two hundred 
fourteen thousand six hundred thirteen ten-thousandths. 

Or the expression may be very properly read — 
twenty-one and four thousand six hundred thirteen 
ten thousandths. 

With recent writers "and" in numeration stands for 
the decimal point; thus for the expression 219, the 
reading two hundred nineteen is preferable to two 
hundred and nineteen. 



56 1000 WAYS OF 1000 TEACHERS. 

I think fifteen minutes' recitation in quick mental 
work apart from the usual recitations would give the 
pupils a clearer insight into the solving of practical 
every-day problems than the regular book work does. 
— A nojiymons. 

Teach by principles and illustrate by problems. Do 
not teach the book but the science. Frequently take 
other examples than those found in the text for 
practice. 

Also, teach hy principles rather than by rules. 

I never set the sums for children, nor allow them to 
copy from books, but always dictate the sum to be 
added and require the children to write as I dictate ; 
all together if they use their slates, and in turn if they 
stand before the blackboard. It is surprising how 
deficient the majority of pupils, and teachers, too, are in 
this matter of numeration. — Anonymous, 

In Addition, suppose the class contains fifty pupils. 
I dictate a sum for each to do on his slate. I always 
do it and prove it before any of the class bring it up ; 
but if the teacher cannot do this, the pupils must be 
required to form a line, those who do the sum first 
being nearest the teacher. It is better that they 
wait for him to do the sum beforehand, for he 
needs the practice and should compel himself to take 
it. As soon as he is sure that his answer is correct he 
must look at the first slate ; if right, number it one, if 
wrong make a w, but say nothing. Then look at the 
rest, numbering those that are right in their order and 



ARITHMETIC. 51 

marking all that are wrong with a zv. The teacher 
must also say how long he will wait for answers, and 
he must encourage those who do the sum wrong to try 
again. No one after joining the line to show up must 
make or alter a figure, and if known to do so, he must 
go behind all that are in the line. When the whole 
number have shown their slates, or the allotted time 
has expired, if 20 is the last number that has the 
correct answer, all others must call themselves 21. 
Each scholar must then write the number obtained on 
one corner of his slate and keep it there. Give other 
sums and mark in the same manner. When the lesson 
is over let each pupil add up the numbers he has 
obtained and let the teacher record the aggregate 
made by each, — W. B. Fowle. 

Suppose the column to be added be; 

21416 
79128 
46832 
79864 
240 

The example is written on the board and the pupils 
form a semi-circle about it, the teacher on one side. 
Let the first say "4 and 2 are 6," and the next will say, 
^'and 8 are 14," and the next, "and 6 are 20." The 
next will set down the o, while the one next to him 
will continue by saying, "2 and 6 are 8." If mistakes 
are made, let the next try. — Idem. 

Or, let the first pupil or one designated by the 



58 . lOOO WAYS OF 1000 TEACHERS. 

teacher add the whole first column silently, and telling- 
the whole amount, let him set down only the right 
hand figure, and another taking the next column pro- 
ceed as before, and so on. — Idei7i. 

Or the pupils (more advanced) may give the results 
without the intermediate words. — Idem. 

Or the teacher may call upon the pupils promis- 
cuously to add ; but this gives the teacher more trouble 
and requires more time. 

Or, the teacher may stand with eraser in hand, the 
pupils standing in a semi-circle around the board. The 
first pupil adds the first column silently and sets down 
the result without saying a word. If correct, the teacher 
nods assent ; if wrong, he simply rubs out the figure and 
says nothing. The next then writes the amount as he 
made it; if right, it stands; if wrong, the teacher 
simply erases it. Not a word is spoken. If when one 
has missed, the next is not ready to write, those below 
him who are ready hold up the right hand, and the 
teacher points to the next highest to go to the board, 
and if right, to go above the one who missed, and the 
one, or more, who were not ready to correct him. — Idem. 

The German method of performing subtraction by 
addition can be used to advantage perhaps in explain- 
ing Jiow to work to those who are dull of understanding. 
It can be readily understood from the following : 

3,416,034 
896,458 



ARITHMETIC. 59 

In doing the same, I say to the first pupil, "8 and 
how many make 14?" "6," he says, and sets 6 under 
the 8. As in addition, with which he is acquainted, i 
must be carried for 14. Then I say, " i carried to 5 
makes 6, and 6 and how many make 13?" "7," says 
the pupil. Then set 7 under the 5 and carry i to the 
6, saying, " i and 4 are 5> and 5 and how many make 
10.''" "5," says the pupil. So continue till the work is 
completed. — Idem. 

Problems that involve but a single principle should 
be given first, and afi;erwards those which involve 
several principles. Text-book or teacher may furnish 
a form of solution, but the problems should be so ar- 
ranged that it cannot be followed mechanically. Pupils 
may be required to compose problems involving certain 
given principles, or answering certain conditions. Have 
many miscellaneous problems. — Wickers ham. 

In all cases the progress of the pupils should be 
gradual. 

Pupils should be taught to explain their work in 
neat, appropriate and concise language. 

Never tell a pupil anything you wish him to remem- 
ber without requiring him to tell it to you again. 

Let the pupils go through the recitation without 
interruption from the other members of the class, and 
with as little prompting and questioning as possible. 
After they have recited, test their knowledge. — The 
Schoolmaster. 



60 lOOO WAYS OF ICXX) TEACHERS. 

Exercise your pupils in estimating the size and weight 
of bodies so that they can judge of them off-hand with 
accuracy. — A nonynious. 

Require pupils occasionally to write out full solutions 
of problems on their slates, on paper, or at the board. 
Correct the wording carefully. 

If you have an idea that pupils work for answers, 
change a figure or two in the problem and then the 
answers will be of no value to them. 

If problems admit of more than one solution, let all 
be given, and then require an expression from the class 
of the one which they think best. 

Show that we begin at the right in adding, subtract- 
ing, multiplying, etc., onlyy*?^ convenience. 

Do not be more anxious to have pupils get the 
answer than to have them pi^ove the work and know 
they are right. 

Do not be too hasty and put your pupils at work 
upon too difficult problems at first, and thus discourage 
them. 

It is better generally for scholars to learn the practi- 
cal working of a rule first, and thus have their curiosity 
excited to inquire WHY they have to do so and so, as 
the rule directs, to obtain the result, rather than to force 
the reasons upon them before they have any desire to 
know them. — Holbrook. 



ARITHMETIC. 61 

Remember that all pupils cannot work with equal 
rapidity, and that in concert exercises, where only the 
quick ones give answers, the others finding that they are 
not called upon, will give their attention to something 
else, or will be discouraged. 

Do not permit pupils to follow the form of a solution 
mechanically. 

Do not excuse or tolerate constant inaccuracies. 

The skillful teacher will always prepare his class for 
any difficulty which may meet them in the advance 
lesson. 

At the close of any pupil's recitation, in which he 
has explained some problem it is well to ask, "How 
many do not understand any step in his solution.''" and 
have the dark points cleared up. 

Separate the useful and necessary parts of Arith- 
metic from those which are only disciplinary and 
curious, and teach the more important part first, leav- 
ing the rest for the High School and Academy. — 5. R. 
Thompson. 

In Percentage, and Profit and Loss, take examples 
from practical life as far as possible. 

In Taxes, secure from the proper town or city officer 
the valuation of the taxable property, the amount of 
tax to be raised, and have the pupils find the rate, and 
work practical problems from it. . 



62 1000 WAYS OF 1000 TEACHERS. 

Show your pupils blank checks, drafts, notes, deeds, 
mortgages, bonds, etc., that they may know what they 
are and how they are used. It will interest them. 

Obtain from the postoffice a money order blank, and 
show them how to proceed to get a money order or 
cash one ; also teach them how to procure or cash 
a registered letter or bank draft, or how to write a 
receipt. 

In Insurance, show them what a policy is by produc- 
ing one before their eyes. 

Give them ideas as to use of bonds or stocks in 
constructing railroads, digging canals, opening mines, 
establishing manufactories, etc. 

If the class is not too large, sit down with them oc- 
casionally for an hour's work on their slates. Have 
them put a little straight mark up in the right hand 
corner of their slate for every answer correct, and one 
in the left hand corner for every incorrect answer. Give 
the example yourself or let theni give it. Let no one 
speak his answer, but let each pass his slate to you and 
be told personally whether he is correct or incorrect. 
At the close, compare and see who has done the best 
work. The greatest enthusiasm can be aroused in this 
exercise if properly conducted. Let all of the general 
examples introduced in the class for practice be 
practical and deal in such things as the pupils will 
meet in actual life. Practically, in life, pupils will not 
have to compute beyond millions in numbers, and yet 
many teachers take delight in puzzling their pupils on 



ARITHMETIC. 63 

numeration up in the fifth, sixth and seventh periods. 
Do not give such examples as "What cost 14,060,248 
pounds of cheese at two cents an ounce?" and others 
of hke character. They may do for older pupils, but 
far more practical problems could be given even to 
them. — A Correspondent. 



CHAPTER IV. 

WRITING. 

Penmanship should have regard principally to plain- 
ness and rapid execution. Fancy flourishing may be 
regarded as an "extra." — S. R. Thompson. 

We use the Spencerian system in our school — the 
teachers instructing the scholars in the principles of 
that system as printed and explained on the cover of 
the books. It seems to work satisfactorily. — y. Green- 
leaf. 

One way of making letters, well drilled, will produce 
far better writers than a dozen ways receiving the same 
time. — Penma7is Journal. 

Full, plain writing to be easily read at a glance 
should be written with a pen that makes a clear, fair 
line and not a hair line. The fine marking pens should 
be used more especially for ornamental work. — G. W. 
Brown. 

Teach a full, round, plain handwriting that people 
can read, rather than a fine, small, dainty one. 

(64) 



WRITING. ' 65 

Do not encourage pupils to imitate the copy so 
servilely as to destroy their own individuality. En- 
deavor to instruct so that each pupil will acquire a 
characteristic handwriting. 

It is absolutely necessary that the pupils at the 
beginning of a term be made to see the point, that 
their progress will depend almost entirely upon their 
own pains and diligent practice. It may be necessary 
to refresh their minds on this frequently. — Anonymous. 

Better work may be obtained by emulation. Let it 
be announced that upon a certain future day specimens 
of penmanship will be taken and that the best of these 
(or even all) will be posted in the schoolroom for 
exhibition. — A nonymous. 

Whatever method is pursued, the teacher should 
engage in the work earnestly, with genuine love for 
the' children and determination to permit no personal 
consideration of time or trouble to stand in the way of 
their interests. — Anonymous. 

Take from each pupil on entering the school a speci- 
men of his handwriting in a certain sentence which 
you give to all. Let the date on which it is taken be 
written with it and the name of the writer. After 
three or six months, let another specimen be taken. 
The teacher having preserved carefully the first may 
now arrange them, putting the first and second speci- 
mens of each pupil together and have a committee 
of the patrons of the school examine the work and 
pronounce upon the«'one who has made the greatest 

5 



66 lOOO WAYS OF 1000 TEACHERS. 

improvement. The following are given as appropriate 
illustrations of the first: — "First specimen of my plain 
penmanship. John Smith, Oct. 24, 1876." Of the 
second, "Second specimen of my plain penmanship. 
John Smith, April 2, 1877." 

It is a noticeable fact by all teachers of writing that the 
longer the copy, the less the improvement made by the 
pupil. This results from the fact that when a fault has 
been discovered and pointed out by the teacher, by the 
time a long copy has been completed and the letter or 
word having the fault is again reached, the suggestions 
for its correction are forgotten and the fault is repeated. 
— Pe7iinans Joiunial. 

Individuality in writing is indicated by having one 
special way of making letters, such as capital A's, R's, 
M's, etc., and small s's, g's, t's, etc. Teach one form 
rather than a half dozen. — Students Manual. 

Slow and patient work at first — rapid work later. 

Give practical, general exercises on shading and 
spacing, orally, occasionally. 

The less the number of forms the more frequent will 
be their repetition and the greater the skill and facility 
with which they will be made. 

Persevere in requiring the pupil who is learning, to 
hold his pen correctly and sit in proper position. These 
things can be learned in the beginning correctly as 
well as incorrectly. «• 



WRITING. 67 

"Not how much, but how well," should be the motto 
for successful practice. 

Teach pupils to study their own writing and discover 
their own faults. 

A single letter at the beginning, then words, followed 
by shorter sentences, and lastly a line should be and is, 
unquestionably, the best order of practice by a pupil 
learning to write. — Anonymous. 

Discourage hurry in writing but insist strenuously 
and persistently that the pupil's copy shall be legible, 
shall be clean, and shall approach the good copy set 
before him. — English Journal. 

With little children the privilege of writing upon the 
blackboard, may be considered a reward for having 
written well on their slates, and those who succeed 
best should have their work retained. — Spencer. 

The practice of writing through the first books of the 
series with a lead pencil in primary schools has been 
found of great utility. A reasonable objection is made 
to the use of pen and ink by small children, as they 
are likely to blot and deface their books, and injure 
clothing and furniture, but this objection cannot be 
urged against the pencil, and with it they may more 
easily learn the forms of the letters, while neatness and 
order may be preserved. — Spencer. 

At least thirty minutes should be devoted each day 
to the writing exercise. Pupils of the same depart- 



68 1000 WAYS OF 1000 TEACHERS. 

ment should have the same number of writing series, 
and should write upon the same page, and use the 
same copy at the same time. — Spencer. 

No pupil can mend a fault that he is unconscious of, 
therefore the teacher should be ever on the alert to 
observe the pupil's faults and point them out to him. 

Each pupil should have an extra book or waste 
paper. The extra book may be either a duplicate of 
the regular book or a blank book, which is designed to 
be used for training the hand in free movements ; also 
for practicing upon the copy, preparatory to writing in 
the regular copy book. — Spencer. 

All copies embracing merely principles, or simple 
combinations, should be traced with a dry pen before 
writing them in ink. — Spencer. 

As the time allotted to the writing exercises is very 
short, it is important that every moment be economized 
and improved. — Spejtcer. 

Illustrate the common and chief faults upon the 
blackboard. 

We recommend that a merit roll containing the 
names of the pupils in each class who have attained 
the highest degree of excellence be prepared and 
suspended in the schoolroom. This may be made 
highly ornamental, if desired, and so arranged that 
the names may be inserted, removed, and exchanged as 
occasion requires. — Spencer. 



WRITING. 69 

All incentives used to awaken interest in other 
studies may with equal propriety be employed in pen- 
manship. — Spencer. 

Insist on having each pupil provide himself with 
good paper, good pens, good ink, good pen wipers, 
good blotters, and let it be your object to impart good 
instruction. — Pay son. 

Occasionally have neatly ruled lines upon the board, 
and require a pupil, the others giving attention, to 
write a word or words thereon and have the others 
point out defects. This is an excellent way to illustrate 
spacing, relative height of letters, etc. 

Do not set an example of slovenliness in penmanship 
yourself, as you write upon the blackboard or mark 
any papers or slates which are passed in by pupils for 
you to correct. 

With careful drill on the part of the teacher, pupils 
can be taught to write together by count. 

If a certain pupil writes too rapidly, assign to him a 
certain number of lines to be written in a certain 
specified time, being sure that you give him no more 
than you are confident he can do well in the time. — 
Anonymous. 

To give pupils confidence in their ability to execute, 
and to enable them to write independently of copies, 
the teacher should occasionally dictate commercial 
terms, sentences, notes, forms, figures, etc., requiring 
them to be written properly and at a fair rate of speed. 



TO lOOO WAYS OF 1000 TEACHERS. 

To secure freedom of movement, let the pupils be 
required to write a capital principle, making its height 
three spaces of common ruled paper. — Anonymous. 

The poorest figures are made at the board by those 
who use the finger movement. 

Drill only will enable pupils to master the forearm 
movement. The teacher in this drill may at first 
require all to rest the muscle between the elbow and 
wrist upon the desk, or in the left hand, and as he 
counts one, two, one, two, let them move the hand 
forward and then backward by this muscle in time 
with the counting. Later, with penholders and pens, 
or with pencils in hand, the teacher may give an 
exercise which consists simply in their making (with- 
out regard to neatness particularly) upward and down- 
ward strokes upon their practice paper from left to" 
right, in time with the counting of the teacher, or as 
he writes the same on the board. In these exercises 
neither the wrist nor the fingers should touch the desk. 
These may be followed by the direct oval, reverse oval, 
etc. Some exercise of this kind should be a prelimin- 
ary daily to the regular lesson. 

Too many pupils are taught to write only with the 
fingers; yet the muscle between the elbow and the 
wrist should be trained to do the chief part of the work, 
leaving for the fingers the shading, etc. 

Conbine penmanship with composition by requiring 
one or two or any number of lines to be written 
describing any object or event. The writing should 



WRITING. Tl 

first be done on slate or waste paper and then copied 
into books and graded (marked). Copies are of but 
little use after clear ideas of the forms of letters 
are obtained. — Anonymous. 

In case pupils (who write poorly) say that their 
parents desire them to use a higher number of the copy 
book than I know they are capable of using to advantage, 
I allow them to get the book of their choice but forbid 
them to write more than four or six lines daily in it, 
and require the rest of the time to be spent on their 
practice paper with a copy or exercise which I give 
myself — A nonymous. 

By consulting any good manual of penmanship the 
teacher will find an extended variety of movement 
exercises. 

For various reasons the writing books and pens 
should be kept at the desk of the teacher. These 
should be distributed and collected by monitors at 
given signals. According to the room and the grade 
of pupils, the teacher should have regular signals for 
the opening and the closing of the exercise; thus, 
for opening: i. Put away all other books. 2, Col- 
lectors distribute books and pens. 3. Take position 
and open books. 4. Write. For closing: i. Stop 
writing. 2. Apply blotters and close books and arrange 
them for the collectors. 3. Collectors take up books. 
The simpler the signals the better. — L. F. Wilder. 

Mark the pupils' work frequently, pointing out their 
chief errors. 



T2 1000 WAYS OF lOOO TEACHERS. 

Where there are many minute points requiring at- 
tention the great secret of success consists'in confining 
attention to one point at a time. Thus to touch the 
top and base lines, to have correct slant, to place the 
downward strokes at correct distances, to make fine 
lines, etc., should be taken up in turn and perfected by 
devoting several lines to each, fixing attention on it, 
criticising it, and correcting it. — Pay son, Diinton & 
Scribner. 

Caution pupils against forming the habit of writing 
words far apart, thereby wasting space. 

Teach the pupils how to take up ink and how to 
apply blotters. The pen must be withdrawn from the 
ink slowly, and the blotter must not be pressed down 
too suddenly. 

Do not allow them to form the habit of holding the 
penholder too nearly perpendicular, thus causing the 
pen to spatter ; nor yet too slanting. 

Caution them not to grasp their pens too tightly. 



CHAPTER V. 

SPELLING. 

A misspelled word should be corrected by the 
teacher in any class, or in any exercise in which it may 
be made by the pupil. Good spelling is an accom- 
plishment born with some persons ; but with most it 
can be acquired only by pains-taking perseverance. 

We use a practical Speller, which groups the names 
of different articles in the same locality or of the same 
species together, thus awakening an interest in the 
mind of the scholar. We always teach scholars how 
to spell new words which appear in their reading 
lessons ; the teacher calling the attention of the class 
to them when the lesson is given out and requiring 
them to be spelled before reading. By a rigid system 
of marking and of detaining scholars until the lesson 
is learned we succeed in having them do satisfactory 
work. — Geo. B. Drury. 

We use no spelling book but find the lessons in the 
reading and the misspelled words in the various written 
exercises of the scholars. The latter plan is extended 
through the High School. — /. C. Libby. 

Cr3) 



74 1000 WAYS OF 1000 TEACHERS. 

In the High School we have blank Spellers which 
are kept at the teacher's desk and examined by friends, 
a heavy cross put opposite the word spelled wrong. 
We sometimes vary by having spelling matches, and 
a spelling exercise with every recitation. — M. N. Fish, 

We endeavor to have Spelling taught by requiring 
definitions with the words spelled, believing that tO' 
spell correctly the pupil must know what the word 
means. — Secretary of Board, Foxborottgh, Mass. 

For advanced classes who take regular written lessons,, 
the following form, to be drawn upon foolscap paper by 
the pupil, is suggested as getting comprehensive work 
from the class. Ten words pronounced out of twenty 
assigned will no doubt be sufficient. 



Part 

Words. of Speech. Synonym or Definition. Sentence using the word. 



Where the pupils sit conveniently in rows and the 
spelling exercise is written, let those who missed be 
required each evening just before the dismissal of school 
to rise and spell the words missed without reference to 
paper, and in their order. Thus, if the exercise comes 



WRITING. 75 

just after the noon recess, when their writing spellers 
are returned to them for the lesson, each one can note 
the words missed before the teacher begins to pronounce 
the words. Just before dismissing in the evening the 
teacher may step down in front of the first row, re- 
questing all who have words to rise and spell ; and sO' 
with the others. — Montgomery County Teachers' As- 
sociation. 

Careless spellers may be corrected by being required 
to spell from the book, giving the letters in the exact 
order of the book forward and backward — thus teach- 
ing them observation. 

The teacher should call attention to the change of 
spelling of certain words in the course of the last five 
decades, and also point out changes that may occur 
in the near future. 

If convenient, the teacher should keep the writing 
spellers at his desk. They can be collected and dis- 
tributed by collectors at signals. 

Or the teacher may begin with a certain one and 
have the pupils spell, in order, a word apiece around 
the class. 

The teacher should keep lists of words missed in 
written examinations and papers and also by his corre- 
spondents, and use. them in reviews and as general 
exercises. Especially is this valuable when it is 
remembered that out of about 100,000 words in the 
language but few have at command above three or 



"76 lOOO AYAYS OF lOOO TEACHERS. 

four thousand, and thus the necessity of mastering the 
principal ones, or in other words, those in common use. 
— A no7iyinous. 

There should be less oral and more written spelling 
in our primary and grammar schools. — A. B. Copeland. 

In oral spelling, the teacher may spell a word and 
the class a word. 

Or, he may have the class spell in concert. 

Or, where the pupils sit conveniently, one may give 
the first letter of a word, another the second, and so on. 

Or, one pupil may pronounce for others to spell. 

Or, the teacher may point out certain pupils to spell 
certain words. 

Or, as a diversion, pupils may spell the words back- 
ward (written by dictation from the teacher). 

Or, spell the word from the phonic sounds given by 
the teacher without the pronunciation. 

The teacher may write a list of words upon the board, 
some correct and others incorrect, for the class to 
correct. 

Occasionally at the close of the recitation have as 
many words spelled as the pupils can recollect of those 
that are in the lesson. 



SPELLING. YT 

It is wasted time to have syllables pronounced in 
oral spelling; neither is it practical. 

Spell individual members of the class down. Let 
their classmates give them words. 

Let the pupils bring to the class lists of selected 
words for reviews, from which the teacher may choose. 

Names of pupils may be written on a record ruled 
upon the board so that their standing may be registered 
each day before the eyes of all, showing how many 
words they have missed. This will appeal to their pride 
sometimes when nothing else will. It should be erased 
weekly or monthly at least. 

One pupil may be called upon to rise and spell twelve 
or fifteen words, others without demonstration to write 
upon their slates those that he misses. 

A good exercise consists in the class taking up, 
under the direction of the teacher, a poorly edited 
newspaper and correcting the errors in spelling. 

Or, with the class seated, the teacher may pronounce 
the lesson around, a word apiece, pupils writing upon 
their slates the words they hear misspelled. The teacher 
should keep account of those missed, and commend 
the pupils who have the correct number. The words 
misspelled should not be corrected until all have been 
pronounced and the teacher has found out the various 
numbers of misspellings that individual pupils have 
noted. 



78 lOOO WAYS OF lOOO TEACHERS. 

Or, the teacher may pronounce the words of the 
lesson, pupils writing upon their slates or paper as is 
convenient. When this is done the teacher may col- 
lect the work and distribute so that no pupil will know 
who corrects his slate or paper. Or, in certain cases 
the pupils may correct their own work, or those near 
•each other may exchange work and correct by dictation 
from the teacher. The number of errors to be reported 
to the teacher by the one who corrects the work, as the 
teacher calls the roll. 

Or, where all the pupils write the lesson from dic- 
tation by the teacher, the work may be corrected by 
liaving individual pupils spell from their slates, the 
teacher correcting those missed, that all may know the 
•correct spelling. 

Assign for a lesson the names of classes of objects ; 
as animals, flowers, fruits ; or qualities, places, acts, etc. 
Suppose animals form the subject of the lesson. Each 
pupil will pronounce in turn and spell .a name which 
begins with the final letter of the preceding one. For 
instance, one pupil spells the word elephant. Another 
must select the name of an animal beginning with^, as 
tiger ; while a third chooses one with r, as rhinoceros ; 
and a fourth one with s, as seal. — W. F. Phelps. 

Pupils may be assigned certain roots as diet, tract, 
Jac, form, etc., for them to bring extended lists of 
derivations. 

Oral work is not always a test of the person's ability 
to spell well. 



SPELLING. 79 

A list of words may be written upon the board 
which the pupils are to define, and on the succeeding 
day spell the word from the definition of it given by 
the teacher. 

After each recitation it will be well to have the class 
pronounce the words of the next day's lesson. The 
teacher should give all needful definitions and illustra- 
tions by sentences, which the pupil should lay up for 
future use. Pronunciation should be taught especially 
by the teacher. — y. H. Gilbert. 

It frequently can be arranged so as to work well that 
pupils be required to write upon the board, each even- 
ing before going home, the words which they have 
missed during the day, spelled correctly. 

Or, they may be given certain prefixes or suffixes 
which they are to embody in words, noting the mean- 
ings of the words as well as the prefix used. 

The old-fashioned oral method of spelling down, in 
which two pupils choose sides and spell alternately 
until one side or the other is down, will probably 
never become obsolete. It can be varied by allowing 
the leader to choose any person as a word is missed 
upon the opposite side and so continue until all on one 
side are drawn over to the other. 

My method is to put out the word as it should be 
pronounced, and not, as is the custom of some, improp- 
erly pronounce it to indicate the letters that may 
not have their name sound in the word. The whole 



80 lOOO WAYS OF 1000 TEACHERS. 

class pronounce the word after me to make the pupils 
attentive and to show that the word is understood. 
Then the first of the class spells the word, and if he 
spells correctly, well ; but if incorrectly, the next tries, 
and if he spells correctly, he goes above the other, 
who, instead of having a new word, is required to spell 
the word by which he lost his place. A new word is 
then given ; the whole class pronounce it, and the 
third scholar spells it. If four or five or a dozen miss 
it, he who spells it correctly goes up, and all who go 
down separately spell the word they have missed. A 
new word is then given to the next who has not tried,, 
and so on. — Anotiymous. 

Dictation exercises in which the teacher reads a 
sentence which has in it words of .one pronunciation 
but of two or more spellings are valuable ; thus require 
the pupils to write out in full such sentences as, "They 
told the sexton and the sexton tolled the bell." — 
Sanders. 

Misspelled words should always count off from the 
standing of the pupils in every exercise in which they 
occur. 

In pronouncing words, pupils should be taught 
that listening is a part of the exercise as much as 
spelling, and they should therefore hear the word with 
two pronunciations, at most, from the teacher. 

Give the falling inflection when pronouncing words 
for spelling ; have pupils lower their voice when spell- 
ing. — A jionyvwits. 



SPELLING. 81 

Never pronounce a spelling lesson to a primary class 
in the order they have learned it. 

One cause of so many poor spellers is a lack of 
familiarity with the sounds of the language. 

The teacher can give his pupils a practical lesson of 
application, to show them what it is to apply them- 
selves strictly to work for a time, by pronouncing the 
words to be written as rapidly as the pupils can pos- 
sibly take them. 

Let every word missed be marked by the teacher, 
and let all such be pronounced at the end of the lesson. 
— Fowle. 

A diversion in school can be conducted profitably 
by having all lay aside their work and spell in concert, 
words pronounced by the teacher. Let the pitch of 
the teacher's voice govern theirs. By this means the 
teacher can carry his pupils from a low whisper to a 
loud shout. — Fowle. 

A reading frame with block letters is excellent for 
young children to learn with. Handling of the letters 
tends to fix their relative position in words. 

Where the lessons are written on the slates and 
corrected by dictation from the teacher, the words 
missed by each pupil should be written upon a slip of 
paper, handed to the teacher, and these should be 
again pronounced at any rate as often as once a week. 
— A nonyinous 
6 



82 1000 WAYS OF 1000 TEACHERS. 

Where the pupils stand and the lesson is spelled 
orally the teacher may exact attention by pronouncing- 
the words promiscuously to different ones. Positions of 
honor and dishonor can be determined at the close of 
the recitation by taking into consideration the spelling 
of those who have missed the fewest or the most words, 
the one missing the fewest going to the head, the others 
taking their places in regular order below him. 

Where pupils write the lesson on the blackboard 
they should be divided into * sub-classes, and be ar- 
ranged alternately; the teacher pronouncing first to 
one and then to the other. This may in part preclude 
the stealing of each other's work. — Wicker sham. 

If, in the written lessons, the words are written in a 
large hand, the teacher can at a signal have all the 
slates held up so that he may see them as he passes 
down the aisles. 

The best spellers in the world are proof-readers. 
Let this point be remembered and let many exercises 
consisting of incorrectly written words be introduced. 

In spelling matches it would be well to observe rules 
somewhat like the following, which are taken from an 
old Speller: ist. The lesson should be given before 
the sides are chosen. 2nd. Words should be spelled 
in some certain order; as, from beginning to end, or 
from right to left across the column, etc. 3d. Words 
should be pronounced but once unless the first speller 
requires it before he spells. 4th. No speller should try 
twice. 5th. If any speller prompts another it must 



SPELLING. 83 

count one against his side. 6th. If a pupil misspells, 
the pupil corresponding to him on the other side must 
try; if he spells correctly, it counts one for his side. 
If he spells incorrectly the next on the' other side tries, 
and if he gets right, he saves his side only, and neither 
party gains. 

Where pupils correct the written work, if the teacher 
doubts that all the errors have been marked by the one 
who first examines the slates, let him pass them over 
to a second or even to a third that all the errors be 
found. By thus using his pupils for assistants the 
teacher may secure much extra valuable work from his 
school. — A nonymous. 

It is not well to require the pupil to study the lesson 
over a certain number of times, for this leads to undue 
haste and slighting of the work. 

In exercises where the words are written, give ample 
time for the pupils to write the words carefully ; other- 
wise the haste and slovenliness with which the work 
will be done will entirely counteract the good done by 
the regular instruction in writing. Accept no slighted 
or slovenly work. 

Or, the class may stand in line, the one who was at 
the head the previous time going to the foot. Pro- 
nounce a word to the head pupil. He spells it. All in 
the class who think he spelled it wrong will raise the 
hand. If the word is spelled right, those who raise 
their hands go below those who did not ; all the scholars 
of each kind keeping their relative places with those 



84 1000 WAYS OF 1000 TEACHERS. 

of the same kind ; but all who were mistaken will take 
their places below all who were right in their opinion 
of the spelling. If the scholar misspelled the word, 
then the first scholar in order who raises his hand is 
called upon to spell the word, and, if he misses, then 
the next, and so on until one is found who spells it 
correctly, and he then goes above those who have 
missed. — Holbrook. 

The class may commence all standing, and as each 
one spells he may sit down until all are seated. The 
class may then rise in order as they spell, until all 
are up. 

A good method in oral spelling is to have the class 
numbered, and their numbers written upon the black- 
board. The teacher then with a book in one hand and 
pointer in the other, pronounces a word and points to 
a number. The pupil corresponding to that number 
spells the word. If he misses, a mark is made under his 
number, and the word passed to another. By jumping 
rapidly from one number to another promiscuously, the 
pupils are compelled to pay close attention. The num- 
ber of marks will show the number of words missed by 
each. — Lind. 

Occasionally a class may be required to form their 
own lesson in the following manner : Tell them, each 
one, to write ten names of objects they saw on the 
road to school, or objects in the schoolroom, or things 
used in the kitchen, shop, etc. The slates are then 
collected, and the words given out by the teacher. No 
two pupils will have exactly the same list of words. 



SPELLING. 85 

Perhaps out of the whole number there will be some 
words which the majority of the class will miss. In 
this case a list should be made of such words to be 
used in future recitations. — Lind. 

In giving the advance lesson, call attention to the 
more difficult words. 

Let the one point be kept in view of bringing in the 
new, ha7^d words continually. Do not waste time by 
pronouncing easy words which you know everybody 
can spell. 

Encourage pupils to photograph or picture the diffi- 
cult words in their minds and spell them from this 
picture rather than from the recollection of the order 
of the letters by mere repetition. 

Those who do not learn to spell well when young 
seldom acquire the ability to do so. — Wickersham. 

The spelling by the class in concert of the words 
missed is a good exercise. 

Words or sentences which have been studied, are 
dictated to a class of scholars sitting on a recitation 
seat or at their desks, till perhaps they have written 
twenty words each on their slates. Slates are then 
exchanged. Some scholar is then called upon to give 
orally the spelling of the first word written on the 
slates. The teacher says, " How many agree } All 
who think his spelling right, raise the hand." Teacher 
says, " How many disagree } All such raise the hand." 



86 lOOO WAYS OF lOOO TEACHERS. 

Teacher notes those who are wrong. Teacher then 
asks, "How many slates are wrong.?" All who have 
slates with the word incorrectly spelled, raise their 
slates to a vertical position on their knees, or on their 
desks. They are then called on in order to give the 
correct spelling; or, to save time, the teacher asks, 
after one has given an incorrect spelling, " How many 
slates have that spelling ?" He thus continues with the 
word till he gets all the false spellings and determines 
all the false spellers. — Holbrook. 

Where the spelling lessons are written upon the 
slates and the pupils spell orally from the slates, as a 
word is missed by a pupil and corrected by myself or a 
pupil, I have the one who missed the word erase the 
improper form from his slate, write the correct spelling, 
and then spell the word orally. This takes some time,, 
but it fixes the correct spelling in the mind. — Anon. 

Teach pupils to spell correctly by associating one 
word with another. Thus if he doubts whether affirm- 
ative has "i" or "a" in the third syllable let him think 
of affirmation and he may think at once of the correct 
spelling. 

Or, call for fifty words beginning with a and contain- 
ing a (long). First those of one syllable, then of two 
accented on first syllable, then accented on second 
syllable. Then let them begin with c, d, etc. 

After using the ordinary long and short vowel sounds, 
call for long a that isn't a, long e that isn't e, etc. 

I have my pupils change papers and grade to a scale 
of one hundred. 



SPELLING. 87 

I trust that the senseless plan of having children 
memorize long columns of words which they do not 
now, and perhaps may never, need, will soon be ban- 
ished from every school in the Union. — A. E. Jones. 

The scholars are told to observe carefully a certain 
paragraph or paragraphs in the daily reading lesson, or 
any book of which each member of the class has a 
copy,^ with particular reference to the spelling, capitals, 
and punctuation. Subsequently a part from the para- 
graphs thus designated beforehand is dictated to the 
class by the teacher, and they write it in blank books 
kept specially for that purpose. The books are then 
collected and placed on the teacher's desk ; they are 
looked over by the teacher at some time during the 
day, and the errors indicated. Before the next reci- 
tation, the pupil corrects his mistakes, writing the 
misspelled words by themselves at the end of the lesson. 
If this is not done, these mistakes are charged on the 
next lesson by the teacher. — Win. A. Piatt. 

One of the most attractive and practically instructive 
ways of teaching spelling that I have ever tried is that 
of giving out a word, such as matches for example, and 
asking each pupil to make as many words as he can 
out of the letters contained in it, using no letter oftener 
than in the word given. It is best to arrange the words 
composed in columns, beginning with m, a, t, etc. This 
has the rare disadvantage of being too absorbing. 
Admit no words borrowed for the occasion. — A. E. 
■Jones. 



CHAPTER VI. 

GRAMMAR. 

There is no branch of study, which, as a rule, is 
attended with so unsatisfactory results as that of 
Grammar. This is probably owing to the fact that the 
end to be attained is lost sight of by most teachers, who 
tie themselves to the definitions, rules, and construc- 
tions of the text-book, and do not attempt to make 
the study practical. The study of Grammar is but the 
study of Language, and the end sought is the proper 
use of language to express, thought. It matters then 
not so much that a pupil be able to give all the techni- 
calities of the text-book perfectly in recitation, as it 
does that he be able to express himself intelligently 
and correctly. Composition work should go hand-in- 
hand with the study. As there can be no language 
without thought to prompt it, therefore it should be 
the province of the teacher of Grammar to awaken 
thought on a continual variety of subjects, and, as it is 
expressed, to correct inaccuracies and suggest better 
words or constructions to convey the thought. 

The following is given as a method of teaching the 
parts of speech ; instruction throughout the lessons 
should be oral. 

(88) 



GRAMMAR. 89 

LESSON I. 

Show that things that we may see, hear, smell, touch, 
and taste, are objects, and that words standing for 
them are object-words or nouns. Bring out thought by 
calling for those which we can see, smell, or taste ; or, 
smell, taste and touch ; or, see, hear, smell, touch, and 
taste ; or, hear but not taste ; or, see and touch but not 
taste ; or, see but not feel, etc., etc. Let a list of fifty 
object-words be brought to the class by each pupil. 

LESSON II. 

From the preceding lesson the class should recognize 
any object-words the teacher may mention, and select 
them from any short sentences or expressions he may 
give. Let the pupils be called upon to write the 
names of nouns which they can find on a certain page 
of their Reader. 

LESSON III. 

Take one noun and let words be joined to it showing 
property or quality, thus teaching the definition of the 
adjective and its uses. For a written exercise let each 
individual be given a noun, and at the next recitation 
present thirty adjectives that can be used with it. 

LESSON IV. 

Same as preceding, except using one adjective with 
many nouns. 

Written work same as preceding, each having an 
adjective to use with many nouns. 



90 1000 WAYS OF 1000 TEACHERS. 

LESSON V. 

Teacher has a prepared promiscuous list of adjectives 
and nouns which pupils are to classify. 

LESSON VL 

Teach action words, or verbs, by having one noun 
used with many words expressing action, being, or 
state, and thus teach the definition of the verb. 

Written, each pupil to join as many action words as 
possible to a certain noun._ 

LESSON vn. 

Same as preceding, except having one verb to many 
nouns. 

Written, each pupil having a verb to be used with as 
many nouns as possible. 

LESSON vin. 

Teacher has a prepared promiscuous list of nouns,, 
adjectives, and verbs, which the pupils are to classify. 

LESSON IX. 

Nouns and verbs joined to express thought, and thus 
teach the definition of sentence. 

LESSON X, 

Teach manner words, or adverbs, by having a verb 
modified by words denoting the various relations of 
time, place, cause, manner, etc. 



GRAMMAR. 91 

. Written, each pupil having a verb to which to join as. 
many adverbs as possible. 

LESSON XI. 

Same as preceding, except that one adverb should 
be joined to many verbs. 

Written, each pupil having an adverb to be placed 
with as many verbs as possible. 

LESSON XII. 

Teacher has a prepared list of the four parts of speech 
learned, which the pupils are to classify. 

LESSON XIII. 

Teacher has a prepared list of sentences with nouns 
repeated, with which to teach the definition and use of 
pronouns. 

LESSON XIV. 

Review of the five parts of speech learned, as in 
Lesson XII. 

LESSON XV. 

Teach the definition of conjunctions by showing that 
they are connective words, and assign the principal 
ones to be placed in sentences. 

LESSON XVI. 

Show that interjections are exclamation words, and 
have pupils give as many as they know. 



92 1000 WAYS- OF 1000 TEACHERS. 

LESSON XVII. 

Teach the definition of the preposition by having it 
illustrated with numerous examples, and give the pupils 
a list to embody in sentences. 

LESSON XVIII. 

The teacher may read a selection from some good 
author and have certain designated pupils write the 
nouns, others the verbs, others the adjectives, etc., etc., 
as they hear them. 

LESSON XIX. 

All pupils number on their slates from one to twenty- 
five vertically. Teacher pronounces a list of words, 
and as the pupils hear each one they write the name of 
its part of speech. These may be corrected in a con- 
cert exercise ; thus, as the teacher calls one — all give 
the answer, and if any one is wrong the acute ear of 
the teacher should detect it. 

LESSON XX, 

Of any appropriate article have the pupils name the 
part of speech of every word. 

As general exercises the following can be introduced 
with interest and profit : 

Have pupils make words from the letters of a long 
word, as consequence, and tell the part of speech of each. 

Or, let them prepare a list of as many words as 



GRA.MMAR. 93 

possible, beginning with letters such as str or bl, etc.; 
or ending with such letters as kle, gle, se, etc., etc. 

Or, have transposed or scattered words to be ar- 
ranged into sentences as thus, "his the after dog ran 
master." 

Or, have certain words to be combined with others 
into sentences ; as, bee, honey, flower. 

Or, give a list of words for the pupils to give their 
opposites ; as, day, night ; good, bad, etc. 

Or, give them sentences partially complete to be 
filled out. 

Or, sentences to be expanded. 
Or, sentences to be abridged. 

Or, have them express the same idea as conveyed by 
a certain sentence, with other words {i. e. their own 
words). 

Or, have them give sentences of one word, of two 
words, of three, of four, of five, etc. 

Or, let them think of words of two, three, four, or 
more letters. 

Draw out from them as many words as possible, and 
teach them as many as possible, for in this manner only 
will they get more extended vocabularies. 



■94 1000 WAYS OF 1000 TEACHERS. 

Let them think of words that have only as many let- 
ters and in the order indicated, as the following: 
Vowel and consonant ; as on. 
Consonant and vowel ; as to. 
Consonant, vowel, and consonant ; as not. 
Consonant, consonant, and vowel ; as the. 
Vowel, consonant, and consonant ; as elm. 
Two consonants, vowel, two consonants ; as starts etc. 

Or, have them rearrange sentences as thus, "The plow- 
man homeward plods his weary way." This can be 
arranged in a score or more of ways. 

Or, have them produce synonyms of such words as 
think, wish, defend, etc. 

Or, have them mention things which strike, spread, 
run, etc. 

Or, all the varieties of head; as head of a nail, head 
■of a lake, etc. 

Or, all the names applied to standing water, or flow- 
ing water, etc. 

Or, the various coverings of animals or abodes of 
man. 

Or, the names that can be given to a bad man or a 
good man, etc. 

Or, let them mention the parts of any object, as an 
engine, etc. 



GRAMMAR. 95 

Or, have them give sentences with a certain letter 
used as many times as possible. 

Or, let them mention everything they know of that 
is made from paper, etc. 

Let one pupil be called upon to give one word used 
as a subject of a proposition, another a verb to be used 
with it to make complete sense, another some word or 
phrase modifying the subject, each one repeating the 
whole expression as given by his predecessor ; let it be 
continued until the sentence is too long to be recol- 
lected. The teacher can assist with such interrogatives 
as Which ? How many ? Of what kind .-* When ? Where } 
etc., in their proper place. 

The teacher may write the outline of a story upon 
the board for the pupils to fill up and present in the 
form of a written exercise. 

As an illustration of the manner in which composition 
work can be secured from younger pupils, the following 
is suggested : Let the pupils be requested to pass in 
to the teacher eight sentences neatly written, telling 
anything they know about the size and color of apples 
and on what they grow. These the teacher corrects 
and returns the next day, with the request that they 
observe the corrections and embody the same ideas in 
fewer sentences. When these are again corrected and 
returned they should be preserved ; while the succeed- 
ing lessons, follow on the taste of apples, their useful- 
ness, how they differ from other fruits, their kind?, parts, 
or anything else the pupils know about them. When 



96 lOOO WAYS OF lOOO TEACHERS. 

the sentences have all been corrected and condensed, 
the teacher may call for them all to be copied consecu- 
tively and presented in the form of a composition. 

In correcting work like the above the teacher should 
notice the language used as much as the spelling and 
punctuation, and should suggest more appropriate words 
and better construction wherever necessary. 

Compositions can be produced only where there are 
ideas to be expressed, therefore a valuable exercise is 
to outline subjects in the class, pupils presenting the 
ideas and the teacher arranging them after all have 
been collected. 

It is most unreasonable to assign to some beginner 
a theme which he has not so thoroughly investigated as 
to become interested in, and then to expect of him an 
original composition in which no thought of another 
has been appropriated. No person can write until he 
has thoughts. At first the main strength of teacher 
and pupil should be turned thoughtward. Thoughts 
must be gathered, revolved, organized, intensified, and 
made to glow before they can be expressed effectively 
as one's own. The gathering must come from actual 
observation^ from oral instruction, from lectures, from 
general reading, from special study, or from all these 
combined. The knowledge must become a matter of 
personal experience before it can be expressed in one's 
own language.— vS. S. Greene. 

Encourage pupils to form a mental picture and then 
question them concerning it. In this way the teacher 



GRAMMAR. 97 

can aid in making the thoughts vivid ; she can thus 
create a clear thought, which is the foundation of a 
clear statement. Suppose the teacher has suggested to 
the pupils to look out in imagination upon a large body 
of water. She may put to one pupil questions like the 
following : Over what body of water are you looking ? 
Is the day clear ? Does the wind blow ? Does it ruffle 
the water ? Does it bring a salty smell ? What color 
is the water ? Is it dazzling ? What do you see on the 
water.'' Is it far off.'' Is it moved by wind or steam.? 
Why do you think so ? The kind and order of the 
questions will depend upon the answers given. The 
teacher must correct false notions and see that harmo- 
nious ideas are associated. — Mary V. Lee. 

In the declension of nouns the work can be shortened 
by having only the possessive singular and plural 
spelled. 

All grammatical inaccuracies in every class should be 
corrected. Pupils learn to talk correctly more by asso- 
ciation with those who use correct language themselves 
than in any other way. Therefore let the teacher him- 
self, as well as all the pupils, be always open to criti- 
cism. Let the pupils write down all the errors which 
they hear between one recitation and the next, and let 
these be corrected in the class under the teacher's direc- 
tion. 

In the conjugations employ written exercises, which, 
when completed, can be corrected by having the slates 
interchanged and the pupils mark errors from dictation 
by the teacher. 



98 



lOOO WAYS OF ICXDO TEACHERS. 



The teacher may read sentences which are loose or 
not well expressed for the pupils to reconstruct, or on 
which they may make suggestions. With these it would 
be well to introduce some that are perfect, in order to 
test the pupil's power of discrimination. 

Let a short story or poem be read to the class by the 
teacher, and require them to reproduce the thought by 
an oral or a written exercise. This will lead them un- 
consciously into good forms of expression. — Hiram 
Sap p. 

Outlines of the principal points passed over should 
be made out by the teacher to assist the pupils in hold- 
ing the facts. These he can improvise himself; as thus : 



Properties of Nouns and 
Pronouns 



Person 



Number 



Gender - 



Case 



First 

Second 

Third 

Singular 

Plural 

Masculine 

Feminine 

Neuter 

Common 

Nominative 

Possessive 

Objective 

Independent 



These will vary according to the text-book. 

The teacher may occasionally appoint one half of 
the class to make blanks and the other half to fill them 
out ; or he may let some of the class write the skele- 
ton of an incident or anecdote upon the blackboard for 



GRAMMAR. 99 

the remainder of the class to fill out. After the exer- 
cise the entire piece should be read, so as to enable the 
pupils to compare their performances with it, and notice 
their imperfections. — Simon Kerl. 

In the conjugation of verbs, variety and thorough- 
ness can be obtained by having synopses of different 
verbs written by different pupils in different persons, 
numbers, and voices. As thus : a synopsis of the verb 
make, in the second person, singular, active voice, 
according to Greene's Grammar. 





Indicative. 


Subjunctive. 


Potential. 


Present. 


Thou makest. 


If thou makest. 


Thou mayst make. 


Pres. Per. 


Thou hast made. 


If thou hast made. 


Thou mayst have made. 


Past. 


Thou madest. 


If thou madest. 


Thou mightst make. 


Past Per. 


Thou hadst made. 


If thou hadst made. 


Thou mightst have made. 


Future. 


1 hou wilt make. 


If thou wilt make. 





FuT. Per. Thou wilt have made. If thou wilt have made. 
Imperative Present. Make thou or you. 

In the preceding the Infinitives and Participles are 
omitted, as they have no person. 

The conjugation may also be given by tenses, the 
pupil giving everything he knows that is in the tense 
assigned him, whether active or passive voice, and what- 
ever the mode or form. 

Or, the teacher may mention a verb and give the voice, 
mode, tense, person, and number, for the pupils to write 
or to give the form corresponding ; or vice versa. 

In this, as in every other study, the discerning eye of 
the teacher should pick out the most important topics 
in the text, and upon these put most of the time. Thus 



100 lOOO WAYS OF 1000 TEACHERS. 

there are many mooted points, in discussing- which val- 
uable time may be wasted; as, for instance, whether 
intransitive verbs have voice. There are many exer- 
cises in false syntax which can be omitted because not 
practical. — A nonymous. 

Interesting exercises may be made by having the 
pupils change any sentence which the teacher may give 
them to its opposite meaning ; or, from one voice to the 
other ; or, the verb in it from one mode to another ; or, 
change the nouns and pronouns to their opposite gen- 
ders and numbers, or from one person to another ; or, 
change the degree of comparison of an adjective or 
adverb in the sentence to some other degree, etc. 

I believe in the oral and analytical method of teach- 
ing language, and not in a system of technical rules for 
the pupil to labor over. — Charles E. Beale. 

I thoroughly prepare what I want to teach. Do not 
attempt too much. Am interested myself, and teach as 
though the subject was of great importance. — D. P. 
Simmons. 

The analysis of sentences by diagrams is one of the 
most interesting devices. — N. M. Walrass. 

I select such parts of the text-book as I know my 
class can understand. We take but one part of speech 
at a time, and when that is "on the tongue's end" v/e 
pass to another. I select sentences from the Grammar, 
best adapted to the advancement of the class. If some 
in the class are backward, I give them the simpler 



GRAMMAR. 101 

sentences to analyze, with which they will succeed ; and 
this gives them confidence and secures their attention. 
— T. y. Lodge. 

Rules and definitions should be learned verbatim, 
and should be recited without assistance. — Anonymous. 

Also, the models for parsing when given by the 
teacher should be followed literally. 

As in conversation we are compelled to think quickly 
of the right word to use in the right place, so in the 
general exercises of the Grammar class the pupils 
should be taught to think rapidly. — Anonymous. 

Review exercises upon the properties of nouns may 
be made as follows, the teacher writing upon the board 
the kind and properties, for the pupils to give a suit- 
able word, thus : 

Proper, third, singular, neuter, objective. 

Common, third, plural, common, possessive. 

Proper, first, singular, masculine, possessive. 

Proper, second, singular, feminine, nominative, etc. 

It very frequently occurs that a pupil can give an 
illustration of a term or of a construction which he 
cannot define. We therefore particularly insist upon 
illustrations being given. — Anonymous. 

The following is a valuable exercise in synthesis. Let 
the pupils be called upon to give sentences which 
contain only 

A noun and a verb; as, "John runs." 



102 ICX)0 WAYS OF 1000 TEACHERS. 

Adjective, noun, and verb ; as, " Good pupils obey." 

Noun, verb, and adverb; as, "John studies indus- 
triously." 

Noun, adjective, verb, adverb; as, "Dry wood burns 
quickly." 

And so on in many combinations, even calling for a 
sentence having eight or nine words, with all of the 
eight or nine parts of speech illustrated in it, etc., etc. 

Those who use text-books where the distinction of 
simple, complex, and compound elements of the first, 
second, and third class is made, as in Greene's Gram- 
mar, will find a valuable exercise in calling for such 
elements used adjectively, adverbially, objectively, and 
subjectively, thus : 

ADJECTIVE ELEMENTS. 
First Class. 

Sii7iple. — Good boys. 

Complex. — Very good boys. 

Compoimd. — Good and industrious boys. 

Second Class. 
Simple. — Pupils of towjt. 
Complex. — Pupils of the town. 
Compound.-. — Pupils of Pittsfield and of Griggsville. 

Third Class. 
Simple. — The boy who died. 
Complex. — The boy zvho died yesterday. 
Compound. — The boy who was hurt and who died. 

They, in writing their exercises may underline the 
words to illustrate a given construction. 



GRAMMAR. • 103 

A conversational exercise may be introduced, which 
shall consist of letting one pupil think of an object 
which the other pupils with the teacher will endeavor to 
find by questioning, none of the questions asking for the 
name of the object itself The questions may be upon 
its size, weight, color, form, usefulness, hardness, etc. ; 
the teacher observing carefully that each is stated well 
and answered correctly (grammatically). — Brand. 

No rule should be introduced till the necessity for it 
is understood by the class. — Holbrook. 

Written parsing exercises are valuable in many ways 
and should be frequently introduced, neatness and 
uniformity always being insisted upon. 

Scholars in recitation should be encouraged to criti- 
cise each other. Without special care on the part of 
the teacher, he will deprive them of this privilege by 
doing too much of it himself 

In the schools of Germany there is a variety of games 
which serve to amuse as well as instruct. For instance, 
the teacher gives such remarkable descriptions as these 
and requires the class to name the object: i. "The 
world's wash basin," — The sea. 2. "A free exhibition 
open only to early risers," — Sunrise. 3. " A large silken 
bag with gas in one end and a fool at the other," — A 
balloon. 4. " The giant who effects most when he is most 
closely confined," — Steam., etc., etc. There is another, 
which consists of the teacher saying that he has in his 
mind a word that rhymes with another, as, for instance, 
inain. The pupils then proceed to guess it by giving 



104 lOOO WAYS OF lOOO TEACHERS. 

those that rhyme with it, and the one who guesses cor- 
rectly thinks of a word which rhymes with another 
which he mentions, and the other pupils endeavor to 
find it. The exercise is valuable in giving pupils a more 
extensive acquaintance with words and also in that it 
teaches them to think. — KerVs Composition. 

In calling for sentences it is well with advanced 
classes to have the rule that there shall be given no 
sentence which has in it less than six words, unless the 
nature of the question requires fewer. 

How rarely do we hear of a teacher's engaging in 
conversation with his pupils ; and yet what exercise 
could be more proper or more useful than for the teacher 
to converse freely with his pupils about the thousand 
subjects that interest their opening minds. In this ex- 
ercise, as in Philosophy, action and reaction will be, at 
the least, equal. — Fozvle. 

Teachers must guard against the use of corrupt ex- 
pressions, and rigidly prohibit the use of them in the 
conversation and composition of their pupils. They 
must be careful to associate more with persons whose 
conversation is correct and refined. They must set a 
watch over themselves, as well as hold one over their 
pupils. — Fowle. 

A sheet, on which are written the reported grammat- 
ical errors of pupils, kept posted conspicuously, will do 
more to banish bad language and bad pronunciation 
than all the set Grammar lessons that can be given. — 
Fowle. 



GRAMMAR. 105 

Be not too severe in correcting the written exercises 
of the less advanced pupils, lest you thereby discourage 
them. 

The written exercises should be so graded as to 
grow gradually more difficult and comprehensive. The 
teacher who feels incapable of devising such a series 
should consult or use some such model series as Greene's 
Graded Grammar Blanks, or Richardson's Graded Lan- 
guage Exercises. 

The ability to parse and analyze sentences is no guar- 
antee of ability to successfully use language. — Hiram 
Hadley. 

Every school exercise, even the dryest Arithmetic, 
may be a language exercise, if the class are always 
kept on the alert to notice (and correct when at its 
close corrections are called for) any and all errors in 
pronunciation or Grammar. If a pupil can give an an- 
swer in fewer or better terms than those used by a 
class-mate, let him always be encouraged to do it. The 
habit of using correct language thus formed, in conver- 
sation and recitation, will lay the foundation for the 
higher work of composition. — B. G. Northrop. 

In addition to the number of exercises already given 
by which the teacher may profitably interest his class, 
the following are given, taken from the author previ- 
ously quoted : Have pupils point out resemblances and 
differences in things. Describe pictures as seen or re- 
membered. Describe natural scenery. Describe one's 
town — one's county — one's state — one's country. 



106 lOOO WAYS OF 1000 TEACHERS. 

No one ever changed from a bad speaker to a good 
one by applying the rules of Grammar to what he said. 
— Whitney. 

As a drill for the memory, let the analysis of sen- 
tences be written without reference to the book. 

After correcting a set of written exercises it is a good 
idea for the teacher to read aloud to the class some of 
the papers that have errors, for the class to detect. 
Also some of the perfect ones, that they may know 
what is right. 

Or, supply simple predicate to given subject. Sup- 
ply enlarged predicate to given subject. Supply en- 
larged subject to given predicate. Construct a sentence 
containing a phrase. Change an adjective into a phrase. 

Or, change an adverb into a phrase. Change a phrase 
into an adverb. Change a phrase into an adjective. 
Have stories by teacher to be repeated by pupils, oral 
and written. Stories by pupils, both oral and written. 
Commit selections to memory. 

Or, (for advanced pupils) resemblances and differ- 
ences in words — in persons — in authors — in nations. 
Real journeys described. Letter writing. Business 
papers. Turn direct quotation to indirect quotation,, 
and vice versa. Diaries, imaginary. Debates. Edito- 
rials. Criticism of book. Sketches. Essays. 

Endeavor to have in all that is said the maximum of 
thought in the minimum of words. 



GRAMMAR. lOT 

The teacher should not directly tell a child anything 
which he can be stimulated to find out by his own 
senses or reflection. A single fact or truth which he 
discovers himself is worth a thousand which he passively 
receives. 

Conversation should be treated as an art, and should 
therefore be cultivated with the zest of the amateur in 
painting and sculpture. 

Of all the prescribed work in the text-book, I lay the 
most stress upon the exercises at the close of chapters, 
which require upon the part of the pupils answers indi- 
cating their acquaintance with the text gone over. 
They are the most valuable feature of any text-book. 
—A nonymous. 

The time is coming, and will be here ere long, when 
there will be no more thought of teaching the Grammar 
of his mother tongue to an English speaking boy than 
of teaching him astrology. — Richard Grant White. 

Teach the child habits of speech. Let correct speak- 
ing become his habit. Dwell upon the use of nouns in 
the singular and^the plural number. Drill on the form- 
ation of sentences in the singular and plural. Have 
pupils form sentences with irregular plurals. Teach 
children to talk, because they must before being able to 
reason upon construction. — W. B. Powell. 

The actual use of language is the only method to 
acquire it. — A nonymous. 



CHAPTER VII. 

GEOGRAPHY. 

My method of teaching Geography is not very com- 
plicated. The pupils are first taught the divisions of 
land and water, illustrated by black-board drawings and 
maps. They then take the "Geographical models" of 
the United States. They are taught to put them to- 
gether and describe the different features of each State, 
and the United States as a whole. The lessons are 
altogether oral in my department — the First Interme- 
diate. The pupils always become thoroughly interested 
in the models. — Emma Wheat. 

We teach Geography topically in advanced classes — 
map drawing accompanying every lesson in both pri- 
mary and advanced classes. Teachers are required to 
have some historical fact each day <f possible, and 
present it in connection with the lesson in such a man- 
ner as will interest the pupil. — 5. M. Inglis. 

Direct the pupil's mind in such a channel that he will 
learn to think of countries in their actual location. 
Thus teach a child that China is under Ohio and not 
west of it. — A . W. Foster. 

(108) 



GEOGRAPHY. 109 

Give the class as much oral instruction as possible 
concerning the habits and customs of the people of the 
country about which they are studying, also anything 
that may be interesting concerning the Natural History 
or Botany of the country. In fact, as much general 
information as possible, at the same time asking mem- 
bers of the class to look up some particular part of the 
lesson in advance, and bring it up in the class. Outline 
maps are essential, I do anything that there shall be 
no parrot work. — L. M. Kellogg. 

We have no patent method of teaching Geography. 
Our teachers do not tie themselves to the text-book, 
but pursue the recitation in a conversational way, en- 
couraging digression on the part of the pupils and 
thoroughly interesting them in the subject under re- 
view. — R. P. Warne. 

Make selections from the maps drawn on paper, and 
have them fastened to the wall. Of maps drawn on the 
board, have one or two of the best left till the next set 
is drawn. 

Where there is a list of questions, let one of the 
pupils of the class occasionally ask them. 

Let any new and practical outside matters pertaining 
to the subject be introduced at any time. If you can- 
not answer any of the questions at once, find out the 
answer and give it at the next recitation. 

Don't expect paragraph after paragraph of the text 
to be recited without the assistance of some questions. 



110 ICXX) WAYS OF lOOO TEACHERS. 

Have them locate a place by the teacher's giving its 
Latitude and Longitude ; thus the teacher may place 
upon the board at recitation the following Latitude 
and Longitude of places, which the pupils will find for 
the next recitation: 



Lat. 


Long. 




53° N. 


6° W. 


(Dublin). 


42° N. 


7i° W. 


(Boston). 


30° N. 


90° W. 


(New Orleans). 


59?^° N. 


31° E. 


(St. Petersburg), 


23° s. 


43° W. 


(Rio Janeiro). 


32° s. 


132° E. 


(Cape Adieu). 



Or, he may ask them to find the large cities near a 
certain parallel, as 40° North, or a certain meridian, as 
80° West. 

Teach the definitions of terms by illustration and 
repetition. Have them take slates or paper and num- 
ber perpendicularly from one to te?i. As the teacher 
gives the definition they write the thing defined. 

Or, the teacher may point upon the map to certain 
natural divisions for the pupils to write the names. 

Or, they may draw original maps to illustrate certain 
things the teacher may assign ; as thus, one may be 
asked for a sketch illustrating a cape, island, and river ; 
another a gulf, peninsula, and an isthmus, etc. 

Give a pupil an earth-board and a little heap of 
moistened clay, and let him shape out for you an island 



GEOGRAPHY. Ill 

•or a continent with its mountains, rivers, depressions, 
and coast indentations. — Quincy (Mass.) Plan. 

The first year of our course is spent on our own State 
entirely ; after which nearly every pupil can easily 
bound most counties of the state and give county seats, 
as well as draw the state by counties. — H. G. Welty. 

Have maps drawn from memory, and also from books. 

Teachers may describe a river, and from the descrip- 
tion pupils may give the name. 

As a recreation exercise the teacher may call for the 
name of some place the pupils have learned which has 
in it but two letters, next three, next four, etc. 

Or, for one beginning with A, the next with B, the 
next with C, etc. 

Or, for one which is a monosyllable, another a dis- 
syllable, a third a trisyllable. 

Or, describe or tell something characteristic of a 
state, or city, or people, for the class to mention the 
state or people. 

Introduce practical lessons occasionally illustrating 
the words : beneath, above, between, next, beyond, 
first, second, third, right hand, left hand, etc., etc. 

Have them draw a map of the schoolroom to a cor- 
rect scale — also the school arrounds. 



112 lOOO WAYS OF lOOO TEACHERS. 

The teacher may ask for the names of countries 
which have contributed to a meal consisting of tea or 
coffee, potatoes, beef, rice, bread, butter, prunes, fruit- 
cake, a pineapple, and tapioca pudding. 

Or, the countries which have contributed to the ap- 
parel of a lady who wears a silk dress, a cashmere 
shawl, diamond ear-rings, a lace collar, morocco gaiters, 
a gold chain, and a velvet bonnet trimmed with ostrich, 
feathers. 

Or, what State produces the slate pencils, and what 
ones the paper, and out of what is the latter made, and 
how would it be brought to us from the place where 
made. Older pupils should trace the route through, 
giving names of railroads and important cities passed. 

Without maps true geographic teaching is impossible. 
— A. Gtiyot. 

Let geographic queries be brought by pupils for other 
members to answer. 

In map recitations one pupil at the map may be 
questioned concerning places by the class together or 
by one pupil of the class. 

Calling attention to comparative shapes is both inter- 
esting and profitable, in that it fixes the form in the 
mind of the pupil by comparison. Thus, Illinois resem- 
bles a wedge. Lake Erie — a whale. Sea of Japan — a 
rabbit. Cuba — a lizard, etc., according to the ingenu- 
ity of the teacher. 



GEOGRAPHY. 113 

Attention should be given to comparative sizes also. 
That Australia is about the size of the United States. 
That England is about as large as Illinois. Ireland 
about as large as Indiana. Greece about as large as 
New Hampshire and Vermont, etc., etc. 

By means of thin paper the exact form of any or all 
of the states can be cut from a large wall map. These 
can be laid upon card or pasteboard and cut so as to 
have accurate and durable outlines of all the states and 
territories, which can be of use in a score of ways to 
an ingenious teacher. Better than cardboard, and at- 
tended with little expense, would be to have some 
industrious boy saw them out of thin boards with his 
"jig-saw" from the models cut by the teacher. — Anon. 

With a string a pupil may outline a coast, as, for 
instance, the Atlantic, or may shape it to mark the 
bends in a river from its source to its mouth, as, for 
instance, the Mississippi. 

The order or arrangement of the pupil's course in 
Geography should be from that which is around him to 
that which is beyond. He should learn first all about 
his own town, next his county, next his state, next the 
United States, and lastly about the other important 
grand divisions. 

An interesting recitation upon the globe may be 
obtained thus : With globe in center of the room and 
with the class at the board, each pupil having a short 
string and ruler, the teacher may tell them he wishes 
them to draw the lines he is about to call for as they 
8 



114 



lOOO WAYS OF lOOO TEACHERS. 



would see them if looking down upon the North Pole 
of the globe. Also that each pupil will draw a line 
and mark a place only as it is called for. He may- 
then call for the equator (and as soon as it is drawn), 
tropic of cancer, arctic circle, north pole, north frigid 
zone, north temperate zone, torrid zone, and three or 
four meridians. When completed, their figures should 
be carefully corrected. 



In the study of any state or country it is well to have 
a plan laid out of the chief things to be noticed and 
remembered — care being taken not to waste time on 
little and unimportant details. The following, taken 
from the "Teachers' Hand-Book," is suggested: 



I. Its form. 

II. Its position. 

III. Size. 

IV. Boundaries. 
V. Coast. 

VI. Surface. 

VII. Inland Waters. 

VIII. Climate. 



IX. Soil. 

X. Productions, 

XL Occupations. 

XII. Towns. 

XIII. People. 

XIV. Education. 
XV. Religion. 

XVI. Government. 



With classes that have made suitable proficiency, an 
interesting recreation may be taken by introducing such 
questions as the following : 

Who knows the name of a river, or cape, etc., which 
is the same as the name of some boy in the class .'' 

What mountains with the names of Presidents t or, 
of great Generals } or, of some explorer } 

What island the name of some girl } 

These may profitably be extended indefinitely. 



GEOGRAPHY. 115 

The location of places can be systematically and 
thoroughly taught by the method of "tracing lessons" 
long in use in many of the state schools, which consists 
in starting upon the coast of the continent under con- 
sideration at any point, and going around it and over it, 
mentioning all the important places passed and any- 
thing for which they are noted. The teacher goes over 
the map first and prepares the list of places to be 
learned, which he writes in a little blank book in the 
order in which they come. For a lesson he may write 
upon the board as many as he thinks the class can 
master. These are to be recited in their order forward 
or backward by the pupils — their location pointed out 
and the names properly spelled. The work can be 
made hard or easy, as the teacher takes many or few 
places at a lesson; or the study of . a continent may 
last a long or a short time according as the teacher 
includes in his list all of the places given on the common 
maps, or only the most important ones. Supposing the 
continent to be studied is North America — the teacher 
might lay out his work commencing with Pt. Barrow, 
thus : C. Barrow, Mackenzie R., Great Bear Lake, Great 
Slave Lake, Athabasca Lake and River, Bathurst Inlet, 
Victoria Land, Boothia Peninsula, Melville Peninsula, 
Southampton Island, Chesterfield Inlet, Hudson Bay, 
etc., etc., etc. If every principal river is ascended and 
the principal places taken in connection therewith, it 
will be found when the continent has been surrounded 
that not much of importance has been omitted. 

These may be recited forward orally by any pupil, 
the others listening for mistakes ; or. 

The teacher may call for any particular place to be 
located ; or, 



116 lOOO WAYS OF lOOO TEACHERS. 

Class may recite in concert ; or, 

Teacher may recite, making certain errors for the 
class to notice ; or, 

Pupils may question each other or the teacher ; or, 

Some may be assigned to write the review lesson 
upon the board while the advance is being recited ; or,. 

The lesson may be recited around the class in order^ 
each giving a place in turn, etc. 

A good way that I have found for reviewing Geog- 
raphy is to have the school divided as in a spelling 
match. . Then the sides alternately state some geograph- 
ical fact. If something is given that is not a fact, the 
one doing so sits down. No fact is to be repeated. 
The teacher decides in all cases of doubt. It is surpris- 
ing how much interest pupils will take in looking up 
facts. The teacher asks no questions, and the interest 
increases as the number on each side becomes less. It 
gives the pupils an opportunity to tell what they know^ 
and they always desire their side to be victorious. It is 
good for a Friday afternoon's exercise. Try it. — G. W. 
HcensJiel. 

The teacher may take any metropolitan newspaper, 
in which there will be most likely many geograph- 
ical references, and in the class have the pupils locate 
all of them. They may 'thus be shown the practical 
value of knowing the location of important places, for 
they will continually be meeting with such in their 
reading, and they will wish to know where they are. 

Let them plan trips through certain countries so as 
to include the things worth seeing. 



GEOGRAPHY. 117 

The following method has been successfully used by 
many teachers in fixing the location of places : In 
taking up a continent let the first lesson be the coun- 
tries and capitals ; the next the bodies of salt water 
touching it (to the number of twenty or thirty as the 
teacher sees fit to request) ; the next, rivers (taking an 
appropriate number as before), and so on, taking suc- 
cessively mountains, towns, cities, capes, islands, etc. 
This can, of course, be used only with more advanced 
classes, and has the advantage of getting the work of 
^'looking up" the places done by the pupils. 

Call upon a pupil to tell what things worth mention- 
ing he would see in sailing up a certain river or standing 
upon a certain mountain. 

The most accurate and correct method of map draw- 
ing is by means of the lines of Latitude and Longitude, 
substantially the same as the maps in the geographies 
are represented as being drawn upon. The pupils 
should first master the drawing of the parallels and 
meridians both on paper and at the board, according 
to some scale, having their parallels always an equal 
distance apart and the meridians all equi-distant as they 
cross a given parallel. These can be taken from the 
maps, but the pupils should so determine the scale upon 
which they draw as to get the largest possible map in 
the space allotted to them. The teacher then gives 
the Latitude and Longitude of the principal points 
upon the coast as guides, pupils marking them by dots 
and tracing the coast line accordingly. The maps 
should not be drawn until the teacher is satisfied that 
the lines are correctly executed and the points accur- 



118 lOOO WAYS OF ICXDO TEACHERS. 

ately placed. As many points may be given of the 
interior as the teacher thinks best. The points may 
previously be written upon the board by the teacher 
and copied by the pupils for their own future reference. 
Do not have the pupils commit them to memory, as 
they are of no practical value. 

In drawing, the coast line should first be made light 
and afterwards as heavy as possible, not to be stiff and 
rigid. 

Rivers should be very light at their source and grow 
broader toward their mouth — no tributary being broad- 
er at its intersection with another river than that river 
itself 

In shading the coast, the first line should be almost 
as heavy as the coast line itself and close to it, the 
next a little lighter and farther off, etc., etc. 

Mountains should be shaded with perpendicular lines 
close together, the heaviest part of each shade line 
being at the center, which could be represented first by 
two light parallel lines close together and, after the 
shading, be filled up with one heavy bright line. 

Lakes can be shaded by a uniform application of 
chalk or pencil all over the surface, which is surrounded 
by a bright and heavy coast line. 

When a lesson has been recited, it is well for the 
teacher to ask, " Who remembers something recited in 
to-day's lesson.?" and repeat this until the chief things 
in the lesson are mentioned, regardless of order. 

I think it better to teach the sketching of each of the 
United States well than to do all poo7'ly. — Anonymous. 



GEOGRAPHY. 119 

The best way for advanced pupils to study the extent 
of countries, the population of cities, the length of 
rivers, kinds of religion, etc., is by comparison and 
classification. 

Foreign countries need not be described so minutely 
as countries nearer home, nor those with which we 
have little intercourse as those with which we have 
much. Great teaching skill will be required to know 
what to include in these lessons and what to omit. 

Let imaginary schoolhouses and grounds be drawn 
by the pupils, with all complete appliances. Also 
imaginary farms, towns, etc. 

The first time I go over the world with a pupil I do 
not hurry, and I am not too particular. The next time 
I require more. After a basis is thus laid, the children 
are ready to enjoy history, voyages and travels, and 
all books that describe the countries with whose 
geography they are acquainted. — Fowles Teachers' 
Institute. 

Let all the maps be drawn upon paper of a uniform 
size. Let all written exercises presented by the pupils 
be neatly kept and filed away systematically. Thus 
teach order and system. 

I found map drawing very difficult to teach in the 
beginning of the work, some of the class insisting that 
they could not do it. This was indeed true. How- 
ever, I insisted upon having something which we might 
call a map from each pupil each time the task was 



120 lOOO WAYS OF lOOO TEACHERS. 

assigned, and by encouraging each one by words and 
increasing their standing in Geography for the day by 
what I considered their effort at map drawing worth, I 
succeeded by the end of the term in getting moderately 
good maps from each, and very good from a few. — 
A nonyinous. 

It was always my custom to select a good newspaper 
and read it, or suitable parts of it, to my more advanced 
classes. If the name of a place was mentioned we 
determined its direction and distance from home ; and 
if the name was new to the class, they noted it upon 
paper and at the next lesson were expected to tell all 
that they had gathered about it. — Fowles Teachers' 
Institute. 

An English educator has prepared an article of appa- 
ratus which he calls a geographical box. It is made of 
wood, carved to represent a continent with its seas, 
bays, islands, lakes, etc. Mountains, table-lands, banks 
of rivers, etc., are made with putty, and the whole 
painted in the natural colors of the objects represented. 
This model is m.ade to fit in a box somewhat larger in 
size and which when used is partly filled with water. 
Inside, the box is painted a bluish-green, to imitate the 
color of the sea. The model must be so adjusted in 
weight that when placed in the water contained in the 
box it will allow the water to pass about it in such a 
manner as to represent peninsulas, bays, harbors, isth- 
muses, etc. 

Pleasant associations must be made to cluster about 
all of the dry details of the study. The earth must not 



GEOGRAPHY. 121 

be considered merely as a skeleton. It must be vivi- 
fied with life. The teacher should travel with the 
pupil in imagination. — Wickers ham.~ 

Having found the facts of Geography, and classed 
them, learners must be set upon the search for their 
causes. The causes must be investigated that have 
tended to shape the continental masses, heaved up 
mountains, that temper the weather, that control the 
occupations of people, etc. — Wickersham. 

At the beginning of each month it is a good idea for 
the teacher to post up in some place in the schoolroom 
the list of maps that are to be drawn during the month, 
naming the day that each is expected. This will re- 
lieve him from answering every day the question, 
^' What shall we draw next t " 

Don't fail to give full instruction how to draw maps. 
Perhaps the reason that a certain pupil refuses to draw 
a map is because he does not know hoiv to proceed. 

Each pupil may be assigned a special topic upon 
which to prepare and report to the class. The answer 
to each may be written upon a slip of paper or a slate, 
with the pupil's name, and given to the teacher, who 
can hear the pupil recite from memory as much as 
possible of what he has written. — Anonymous. 

Young people should be taught those things in which 
they can be made to feel an interest ; and this interest 
can be greatly increased by placing the object of the 
lesson before them in the schoolhouse. Minerals, shells. 



122 1000 WAYS OF 1000 TEACHERS. 

flowers, fossils, etc., may be brought into the school- 
house ; and the teacher and pupils may visit with profit 
woods, meadows, mines, quarries, ruins, etc. — Wick- 
ersham. 

Do not attempt to make the work of the Primary or 
Intermediate classes comprehensive in its character. 
Many teachers are disappointed simply because they 
attempt too much with elementary classes. 

The origin of names of places and the reasons for 
the growth of cities, formation of rivers, etc., are topics 
for pleasant general exercises. 

Short descriptive compositions about countries will 
be found exceedingly valuable. 

The teacher may write one day upon the board, for 
recitation the next day, a set of questions, and inform 
the class that in the recitation each one will be given 
an equal amount of time to tell the information he has 
gathered, for the purpose of seeing who can tell the 
most in the shortest time. 

These questions or topics should be copied by the 
pupils neatly into blank books and occasionally exam- 
ined and corrected by the teacher. — Fowle. 

The teacher may draw upon the board a river, a 
chain of mountains, or a lake, for the class to name 
from its resemblance. 

Or, he may draw a state and as he puts in the repre- 
sentation of the various things that make up the map. 



GEOGRAPHY. 123 

let the class name them. Carefully conducted, this 
exercise can be made to arouse the greatest enthusiasm. 

It seems to me a good plan during the recitation on 
each state to take up some point pertinent to the lesson, 
but outside the regular text-book questions, and discuss 
it with the class. For example, while studying New ' 
York, mention of the salt springs at Syracuse will give 
occasion for a very interesting digression concerning 
the cause and nature of this deposit ; how the brine is 
obtained ; the process of manufacture and the amount 
produced annually. In North Carolina the production 
of tar and rosin claims attention. Rice in South Caro- 
lina and cotton in Mississippi, each with its varieties 
and mode of culture, will be subjects worthy of careful 
consideration, as will sugar in Louisiana, oysters in 
Maryland, fisheries in Massachusetts, etc. Now it 
seems to me if these be made the prominent features 
about which the others may be grouped, the minds of 
the pupils will be more permanently impressed. It 
makes the learners inquirers. — W. R. Hall. 

Do not attempt to burden the minds of pupils with 
the details of the different states as fully as they are 
given in the text-books. 

Do not expect your pupils to know more of the 
subject than you would know without the use of text- 
book. 

Occasionally have the advance lesson read aloud by 
some pupil for the others to hear and when read to 
mention the chief or leading facts therein. 



124 1000 WAYS OF lOOO TEACHERS. 

Omit minute details that are to be memorized only 
to be forgotten in a week. 

If you use the questions in the geography, teach 
pupils how to- find the answers to them by having a 
question read and then the answer. • 



CHAPTER VIII. 

HISTORY. 

In teaching History, I use the outlining, the topical, 
and the catechetical methods combined. I discourage 
the use of a uniformity of text-books on the subject. 
I place on the board one day the topics to be discussed 
the next, and let the pupils get their information from 
any reliable source — mixing in with regular historical 
exercises lessons in United States and Illinois civil 
government. — W. F. Scott. 

I try to get a text-book which is not a dry dictionary 
of dates and facts. Trace routes and locate places on 
an outline map, or on the black-board ; if on the latter,, 
we fill it up as the lessons progress. Have proper 
names written on black-board, noticing errors. Review 
by written essays. Associate dates and names, as,, 
1320, 1620, 1820, and General Knox, Knoxville, Knox 
County, etc. — J. M. Clenahan. 

I use the topical method when I can, but it happens 
sometimes the pupils cannot tell all of one topic. This 
being so, I commence with a topic that I think is 
rather difficult for one pupil to remember entirely, and 

(125) 



126 lOOO WAYS OF lOOO TEACHERS. 

ask some member a question that will bring out part 
of the topic, another member will be required to tell 
another fact in the topic under consideration, and so on 
until all the facts are brought out ; and call on one to 
tell «// that has been told on that topic. By doing so, 
I find I have the attention of the whole class all the 
time, for no one knows when he will be called on for a 
general statement. — H. L. F. Robinson. 

One of my successful methods is to have each lesson 
recited twice. To-day by topics, with review of the 
same to-morrow by facts. Have the geography of the 
places looked up, and have the pupils recite intelli- 
gently in their own words. The fact recitation can be 
made interesting, and need not take more than ten or 
twelve minutes of time. Devote two days during the 
month to general reviews. — W. E. Mann. 

In every recitation let the attention of the pupils 
who are not reciting be directed to the one who is re- 
citing, for mistakes of omission as well as commission. 

If the class is not too large, the teacher may have 
the pupils write all they know about the lesson upon 
their slates or paper, and at his leisure correct them in 
the conciseness of their statements, punctuation, and 
spelling, as well as in facts. 

The particular date of each event in history is not so 
essential as that the pupil be able to tell approximately 
the time of the occurrence. Let the facts be grouped 
around some great and important date, which all should 
always remember, as, for instance, such landmarks as 



HISTORY. 127 

1620, 1643, 1775, 18 12, etc. As many of these cluster- 
ing points can be selected as the teacher thinks best. 
It is idle to hope that pupils will remember the years 
for every settlement, important battle, or change in 
society. Teacher, do you ? — Examiner. 

By way of review, the teacher may give the event 
for the pupils to locate the time, or vice versa. 

Cross-examinations of teachers by pupils, or pupils 
by teachers, are valuable and interesting. Any ques- 
tions that pertain to the lesson should be admissible. 

Or, at the close of the recitation the teacher may 
request one pupil to ask a question bearing upon the 
lesson, and quickly turn to another to answer it. 

Or, he may go around the class by rote, having each 
one in turn ask a question in reviev/, and call upon 
some one to answer it, or do it himself 

The thing to be studiously avoided by the teacher in 
recitations is the asking of such questions as by their 
form give the class an idea of the answer. 

The confidence of the pupils in the teacher can be 
inspired only as he does not expect of them a closer 
acquaintance with the book than he himself possesses. 
In other words, the teacher should not resort to the 
book during recitation, but should besides be so posted 
in collateral history as to introduce additional interest- 
ing information with which the class has no acquaint- 
ance. — Anonymous. 



128 1000 WAYS OF lOOO TEACHERS. 

Concert recitations on such things as lists of Presi- 
dents and wars will sometimes fix the facts in the 
minds of some where nothing else will. 

Review lessons may be written at the board while 
the advance is recited in the class. 

Pronunciation and spelling are accidents of the study 
to which constant attention should be paid. 

When the lesson has been recited, the teacher can 
test the knowledge which the class will likely retain by 
such questions as, "Who remembers anything in to- 
day's lesson?" "Who remembers anything else?" etc., 
until the time of the recitation expires, or until nothing 
more can be obtained from them. 

Or, he may test their power of discrimination Dy 
asking, "Who recollects the most important thing 
mentioned in the lesson?" "The least?" " The sad- 
dest?" "The bravest ?" etc. — Anonymous. 

Recreations, such as to have the class find as many 
events in the history of the country which have been 
made memorable by poems or stories are valuable ; and 
in connection with this, encourage the pupils to read 
such. Some like Barbara Frietchie, or portions of 
Evangeline could be read in the class by any pupil, or 
pupils, or teacher. — Anonymous. 

A diversion called "The Thinking Exercise" may be 
made interesting by the teacher, who remarks : " I am 
thinking of a General who was called 'Rough and 



HISTORY. 129 

Ready;'" or, "I am thinking of a battle in which the 
commander of each army had formed the same plan of 
attack;" or, "I am thinking of a settlement that pros- 
pered from the very first," etc., in almost endless variety. 
These the pupils are to answer; or they may take part 
in the exercise by giving some topics upon which they 
are thinking themselves, for the others to mention. 

Pupils should also be encouraged to bring into the 
class any anecdotes concerning persons mentioned in 
the lesson, or anything touching upon the lesson which 
they have gleaned from their outside reading. 

The teacher may recite a portion of the lesson hmi- 
self, telling the class that he will make certain mis- 
takes for them to observe and (when he is through) to 
correct. 

When there are members of the class who are duller 
than others, it is a good idea to assign them the same 
topic that has been recited by another occasionally to 
encourage and assist them. — A. S. Stayt. 

Let each pupil draw by lot, on coming to the class, a 
number, and let the teacher assign the topics by num- 
ber, so that neither the teacher nor any member of 
the class (except one) will know who is to recite upon 
a certain topic ; or, the questions may be written and 
numbered to correspond with the numbers drawn. 

Show cause and effect in every sUp,- and strive to 
have the pupils seek out the causes of various events 
for themselves. History deals for the greater part with 
9 



130 1000 WAYS OF 1000 TEACHERS. 

effects — the causes being given, as a rule, only for tvars. 
" Why did the Spaniards flock to Cuba and Mexico ? " 
"Why did the Dutch seek homes on the Hudson?" 
"Why did certain battles result favorably or disas- 
trously to a certain army?" "Why did Chicago be- 
come a larger city than Indianapolis?" "Why did 
Lincoln write the emancipation proclamation?" "Why 
do we celebrate Thanksgiving Day ? " and the like, are 
questions which cannot fail to arouse thought in the 
pupil. 

Let map drawing accompany all such descriptions as 
require it for a clear understanding of the subject ; as, 
for instance, Boston Harbor and New York Bay for the 
Battles of Bunker Hill and Long Island. These should 
be drawn on an enlarged scale. 

With a little effort a composition may be offered each 
day by a member of the class on some historical topic, 
to enliven the recitation. — Barnes History. 

Call attention to the fact that the degree of civiliza- 
tion of the people is indicated in one way by the 
refinement with which they partake of food. Witness, 
for illustration, the Indians, on the ground, around one 
common vessel, from which all promiscuously eat ; the 
Mexicans, with rough tables and coarse manners ; and 
the Americans (and other nations), with their conven- 
ient tableware, tablecloths, napkins, etc. Let attention 
also be called to the fact that these things are the pro- 
ducts of civilization, having come into use as it ad- 
vanced. Have them seek out others, such as better 
treatment of criminals in prison ; a tendency toward 



HISTORY. 131 

self-government in monarchical countries ; freedom of 
thought and action, as seen in the public press and 
private invention, abolition of slavery, etc. 

Draw practical lessons from the lives of men, the re- 
sults of battles, etc. By this means illustrate old 
proverbs. These may come up in every lesson, and 
pupils will take delight in looking for them in their 
study. Thus : 

Nothing ventured nothing won (Stony Point). 

All is not gold that glitters (Action of immigrants 
at Jamestown). 

In union there is strength (Yorktown). 

Necessity is the mother of invention (Missouri Com- 
promise Bill). 

At the beginning of the study let each pupil be re- 
quired to draw an outline map of North America, at 
least 18X24 inches. This should contain only physical 
features, such as coast Hne, mountains, lakes, and rivers. 
Jf desired, they may be marked very faintly at first, 
and shaded and darkened when discovered in the pro- 
gress of history. As the pupils advance in the text, 
let them mark on their maps, day by day, the places 
discovered, the settlements, battles, political divisions, 
etc., with their dates. — O. R. Smith. 

Each pupil should keep a notebook in which to put 
down the important facts that are mentioned in the 
class aside from the text-book. 

A mistake made by very many teachers in this study 
is that they instruct too much in detail ; and by at- 



132 1000 WAYS OF 1000 TEACHERS. 

tempting to have their pupils learn everything, they 
fail to impress upon them anything positively. 

Wake up the dull ones by having them examine 
special points in the advance lesson ; and have them 
feel that they must do this thoroughly, for their report 
to the class will be taken as authority. 

The endeavor of the teacher should not be to teach 
chiefly %var history, but rather the progress of civiliza- 
tion, or, in other words, the peace history of the country 
should receive the bulk of attention. No teacher can 
fail to be profited by reading " Taylor's Model History 
of the American People." 

Let one object of the teacher be to cultivate in pu- 
pils a desire for collateral historical reading. Whether 
or not the pupils master the lessons assigned each day 
is not in the long run so important as that they form or 
acquire a taste for the reading of histories. — Hunter. 

For advanced pupils and in reviews, I have found the 
progressive method productive of good results. — Wick- 
ershain. 

History should be taught from a series of progressive 
standpoints. — Wickersham. 

A knowledge of history can be turned to good ac- 
count in all the varied affairs of life. For the purposes 
of moral instruction its claims are of a higher order 
than those of any other branch of learning. No better 
opportunity of awakening virtuous feelings can occur 



HISTORY. 133 

to the teacher than is presented in the study of History, 
and it is nowise out of place to urge here that judi- 
cious advantage be taken of it. Moral examples have 
more influence upon the young than moral precepts. 
The heart is more easily moved to virtue by incidental 
than by direct teaching ; and the faithful teacher will 
not fail to improve the occasions which so frequently 
occur in reciting lessons in history by planting moral 
seeds in the open hearts about him, well knowing that 
they will germinate and eventually produce rich fruit. 
No study is so useful in the formation of character as 
History. In its study pupils see life. Great deeds are 
done by beings like themselves, and they cannot resist 
the desire to do like deeds. — Wickersham. 

It concerns us little to know the lineage of kings and 
queens, the intrigues of courts, or the plans of cam- 
paigns ; but it would interest us much to be told how 
people in past times built their houses, worked their 
fields, or educated their children ; what style of dress 
they wore, what kind of food they ate, what books they 
read. Let the customs, manners, and doings of by- 
gone people — life's quiet ongoings, as well as its com- 
edies and tragedies — be vividly described, and History 
will become a favorite study. — Wickersham. 

It is an excellent plan for every teacher to keep a 
commonplace book of considerable size, different por- 
tions of it being set apart for the different subjects 
upon which he is to give instruction. On the first 
twenty pages "Geography" may be the head; the 
next twenty pages may be set apart for " History ;" 
twenty more may be assigned to "Reading," and a like 



\M \000 WAYS OF lOOO TEACHERS, 

number to "Arithmetic," " Grammar," " Spelling," " Writ- 
ing," etc., reserving a space for miscellaneous matter. 
This would make a large book, but when it is remem- 
bered that it is to be used for several years, it is well to 
have it large enough to contain a large amount of mat- 
ter. Now, whenever the teacher hears a lecture on a 
peculiar method of teaching these branches, let him 
note prominent parts of it under the proper head, and 
especially the illustrations. When he reads or hears 
an anecdote illustrating "Geography," "History," or 
"Grammar," let it be copied under the proper head. 
If it illustrates "Geography," let the name of the place 
stand at its head. When he visits a school and listens 
to a new explanation or a new process, let him note it 
under its head. In this way he may collect a thousand 
valuable things to be used with judgment in his school. 
— Page. 

It is a common error in our schools to place Histories 
of the United States in the hands of children who can- 
not appreciate the facts contained in them or understand 
the language in which they are written. — Wickersham. 

Let the first examination cover the work of the first 
eight weeks of the school year ; the second cover the 
work of the first term ; the third cover the work of the 
first eight weeks, and the fourth cover the work of the 
second term. Let the last examination cover the work 
of the school year. Monthly examinations are too fre- 
quent. Time, paper, and strength are all wasted. — 
Practical Teacher. 

Review ! Review ! ! Review ! ! ! 



HISTORY. 135 

As a foundation of study, the topical method seems 
preferable. One or more topics may be given out, and 
all in or outside of the text-book bearing upon the sub- 
ject should be brought in, that time will permit. Maps 
should be freely used. Pictures of people and places, 
stories, and anything that will make the subject real, 
should be made use of. Relics of the Revolution or 
Rebellion will raise the interest to a white heat. The 
connection between topics should be carefully shownj 
cause and effect should be dwelt upon, and then repe- 
tition will serve to fix the ideas in memory. Review by 
questions, by dates, by geography, by parties (political 
and otherwise), and in every possible way. And here 
a word as to dates. Fix on some few important dates 
and learn them thoroughly. In nearly all cases the 
year is sufficient. Then group other facts around these 
dates, as occurring before or after. Occasionally send 
either a part or the whole of the class to the board and 
have them write the answer to a question or topic. Then 
have each pupil correct another's work ; or, all seated, 
let the class correct each pupil's answer. The teacher 
may write important questions on slips of cardboard 
and pass to members of the class. These used for a 
few moments during each recitation are very profitable. 
The same questions may be preserved for succeeding 
classes. Occasionally let a pupil recite till he makes a 
mistake, or let pupils ask one another questions. Once 
in a while, have these questions written and passed 
round among the class. Children are very fond of 
making out questions, and sometimes ask very good 
ones, though not seldom they ask unimportant or catch 
questions. Parrot recitation should be guarded against. 
Ideas imperfectly expressed are better than the words 



136 lOOO WAYS OF 1000 TEACHERS. 

of another glibly recited, with no idea behind them. 
Perhaps there is no branch of study which can be made 
more interesting and profitable than History, or, on the 
other hand, more uninteresting and of less benefit. 
Aim not for per cents., dates, or rote recitation of dis- 
connected facts, but for real ailture. — Ellen A. Folger. 

Let the teacher who wishes to fix thoroughly in the 
minds of the pupil the succession of battles during a 
war, use the black-board. Draw the plot, and trace on 
the board the exact route of each army, and have the 
pupil name each battle as it is reached by the teacher, 
until the pupil is familiar with the plan ; then let each 
member of the class pass to the board and do the trac- 
ing. They will in this way not only gain a thorough 
knowledge of the geography of the country, but will 
not readily forget the order in which the battles occur. 
—H. D. Fisk. 

One of the earliest points to be attended to is the 
cultivation of language. It is useless to expect chil- 
dren to get ideas from the printed page if they do not 
know the meaning of the words they read. Sometimes 
we fail to appreciate what a faint idea children get of 
the meaning of words. With beginners in History it 
seems advisable to read over the lesson with the class 
before they study it, and ask them to express the 
thought in their own words. Sometimes the number 
of ways is astonishing in which the same thought is 
expressed by different pupils. Obtain from the class, 
if possible, a common word for every hard one in the 
lesson. Show by sentences the shades of meaning be- 
tween words of similar signification. In a short time 



HISTORY. 13T 

pupils will take pleasure in reciting in their own 
words, and they will improve rapidly in their ability to 
tell a story well. — Ellen A . Folger. 

HOW TO TEACH GENERAL HISTORY. 

First, the class must be taught hoiv to study. The 
teacher must direct, else time will be wasted and a lack 
of interest soon become apparent. The schokr is first 
instructed to read carefully the advance lesson. If he 
has need to consult the pronouncing dictionary, the 
gazetteer, the biographical dictionary, the encyclopae- 
dias, other histories, or any work of reference, this is 
his time to do such work. The student then reads very 
carefully the first division of the text. Then, with pen- 
cil and paper at hand, he re-reads the same and writes 
''catch-words" as an outline of that division. He closes 
his book. From his outline he recites to himself the 
paragraph. He opens his book, and reads to see if any 
essential particular has been omitted. He puts aside 
his first outline ; now, with book closed, he makes a 
new outhne and again recites to himself. If he has 
given close attention from the beginning, his lesson is 
now learned. At the recitation no books are used by 
either scholars or teacher. The review of the previous 
day's lesson is recited by the teacher giving topics, or 
by questioning. For the advance lesson, each one of 
the class, at the black-board or on a slip of paper, 
makes a " catch-word" outline of the lesson, similar to 
the one prepared when studying. From this outline, 
each recites his lesson. The advantages of this method 
are: (i) drill in both oral and written work; (2) con- 
stant attention to penmanship, spelling, punctuation, 



138 1000 WAYS OF 1000 TEACHERS. 

and the use of capital letters ; (3) system ; (4) origin- 
ality of thought and expression ; (5) each scholar thinks 
over carefully and recites all the lesson ; (6) independ- 
ent research ; (7) a genuine love for the study of 
History, and enthusiasm in the work. — C. H. Gurney, 



«'?5^^ 9^>o tdt^f/,J 

?f^r-0 SfSn^- S'2;WJu 

^ a. B' ^ -■ J^ nj -. w w_ S ^ 

W-. "'S'^ o^-r/J wo*--?* 

2. "■ -. 2 § 2 ^'^ ;? =. « ° 

g^aS:^ StaOQ- cl5o" « 

. :*s"" i^ii s.5-»: o 

- ^^s? -STS Sgsg: S 



0? 2. £J s 5 



5 O 3 









?Q 



CHAPTER IX. 

DISCIPLINE AND SCHOOL MANAGEMENT. 

In calling classes to recitation, or in dismissing school, 
it is well to observe some regular signals. Of all those 
in use, perhaps the most common and generally satis- 
factory are those which are based on the number three ; 
thus, one signifies "prepare to rise;" two, "rise," and 
three, "pass." These can be given by count, tap of 
bell, by signal with pencil on the desk, etc. 

i^Some prefer to have no counting, but simply to ob- 
tam the attention of the school by calling the word 
"class;" and with the word "rise" give an upward 
motion of the hand or forearm, and with the word 
"pass" let the hand fall. 

In large rooms, having many rows, confusion and 
noise can be avoided by calling but one row at a time ; 
yet it is questionable whether the saving of the noise is 
more to be desired than the saving of the extra amount 
of time required by it. 

Some time since, I called the attention of the pupils 
to the idea of making the schoolroom more attractive 

(139) 



140 1000 WAYS OF 1000 TEACHERS. 

by the addition of pictures, winter bouquets, flowers, 
and anything ornamental. It took only a few days to 
transform the plain blank walls into attractiveness. The 
children brought dried grasses from the meadows, au- 
tumn leaves, plants, hanging baskets, chromos, and 
engravings. The girls remained after school to assist 
in making rustic frames, and the boys were useful in 
handling the step-ladder. The scheme has been so 
successful — not only making our rooms more pleasant, 
but also creating a new spirit for excellence in school 
work — that I have noted the fact, hoping others may 
profit by it. — E. Crosby. 

Almost anything is preferable to such slovenly way 
of calling as, " Grammar class ! " and allowing the pupils 
to come pell-mell or straggling. 

In country schoolhouses, where one or more rows of 
desks are crowded close to the wall, the teacher should 
be governed by circumstances, calling pupils two by 
two ; or, first those nearest the aisles, and next those 
near the walls. 

Dismissals should be systematic — even if the calling 
of the classes be not with signals. 

For various misdemeanors, the teacher may keep a 
list of the names of those whom he sees out of order 
•during the day, and read before the school at night. 

To excite good feeling among pupils, let the teacher 
inform them that upon a certain day he will permit 
them to spell down, and the last one down shall 



DISCIPLINE AND SCHOOL MANAGEMENT. 141 

have the honor of receiving in his own name a school 
journal, which shall be for the use of the school outside 
of school hours and which will be paid for by the 
teacher. — Kansas School Journal. 

When pupils have had work at the board, and are 
still standing by it waiting for directions from the 
teacher, if the nature of the work is such that it can 
be corrected by dictation from the teacher, he may 
call their attention and tell them that (at a signal) each 
pupil is to pass to the place of the one standing third,, 
sixth, fourth, etc., from them to the right or left. Thus,, 
with attention of all, the teacher says : " You will each 
pass to the place of the one whose work is the fifth 
from yours to the right. Pass ! " Thus teach them ta 
observe orders. 

A general exercise is appropriate occasionally in the 
middle of a long session to rest the eyes from the books. 

Our usual punishments are demerits, accompanied 
with detention after school ten minutes for each mark. 
An average of at least 80 per cent, each month in 
every department is required under penalty of suspen- 
sion. — L. A. Thomas. 

Samples of the work of the school should not only 
be kept posted up in the schoolroom, but perhaps also 
at the postoffice in the smaller towns, that patrons may 
be interested. 

I have the plan of giving each scholar a number, and 
each one is known by number instead of by name. It 



142 1000 WAYS OF 1000 TEACHERS. 

precludes the necessity of calling names so commonly, 
and if we have visitors I can call a pupil to order with- 
out any one knowing who it is. — Het'nian Roe. 

I have no code providing specific punishments for 
specific offenses. I endeavor to make my pupils all 
understand what I require of them and Avhy they should 
meet those requirements, avoiding formal commands 
as far as possible. I am a firm believer in corporal 
punishment as a last resort. Direct appeals to the self- 
respect and pride of pupils are very potent agencies 
for mitigating many of the annoyances of the school- 
room; but this life is too short to spend in waiting for 
such appeals to take effect on some pupils. — A. B. 
Copeland. 

Where it is necessary for pupils to pass from the 
room, they are required to leave their names, written 
upon a slip of paper, upon a file on the teacher's desk, 
writing also the number of minutes they wish to be 
excused — no two to be out at the same time. When 
the pupils return to the room they take their papers 
from the file. — Anonymous. 

These two things should be kept in mind — first, that 
the object of punishment is to cause the offender to 
suffer for his misdemeanor; second, all punishments 
should be reformatory. 

A pleasant and profitable exercise is to take half an 
hour upon Friday afternoon of each week for a review 
of the principal events of the week which the pupils 
have gathered from their newspaper reading. — G. W. M. 



DISCIPLINE AND SCHOOL MANAGEMENT. M3 

In many schools the regular recesses have been done 
away with, and in their place have been substituted 
whispering recesses of three or five minutes' duration, 
one regularly every hour. During these, no pupil 
passes from his seat without excuse. 

I try to interest my pupils, keep them busy, have 
private talks with them, very seldom reprove before the 
school, govern myself, use kindness and firmness, and 
in extreme cases suspend, but have not had to do this 
for a long while. — C. B. Stayt. 

A good plan to awaken attention in the lower classes 
is to have the children, when they become listless, 
spell as rapidly as they can, or spell words slowly back- 
ward, or observe a word or number written in the air. 
But when the attention to such an exercise lags, it 
should be dropped or changed to another. — Educational 
Weekly. 

Different people demand different kinds of govern- 
ment, so do different schools and pupils in the schools. 

A query box can easily be made out of a chalk box 
and be left upon the teacher's desk to receive questions 
from the scholars during the week, to be answered 
on Friday afternoon — if not by any of the pupils, then 
by the teacher. — AnonymoiLS. 

Have a seat more prominent than the others in front 
and apart from the remainder, designated as the seat 
for bad pupils. This should be near the teacher, that 
the unruly who are called upon to occupy it may be 



14A lOOO WAYS OF 1000 TEACHERS. 

closely watched, and the punishment thereby be given 
force. 

Whether a pupil should be deprived of recess de- 
pends upon the pupil. Some it will punish and others 
not. 

An interested school is a working school, and a work- 
ing school is self-governed. Therefore interest your 
pupils. 

Work up a zvholesome sentiment against irregulari- 
ties of all kinds. 

Work is the great element of correction. — E.E.Henry. 

"Heroic" treatment for extreme cases. Persistently 
endeavor by gentle means to elevate the moral tone of 
the school, and by short talks occasionally show the 
necessity of self-control. — J. Valentine. 

I try to avoid the misdemeanors rather than to find 
suitable punishments. — A. F. Jenks. 

Corporal punishment is sometimes a necessity, but 
we think the least possible the best. The encourage- 
ment of a manly and womanly spirit among our schol- 
ars is often more important than the things they learn 
from books. — W. H. Beach. 

With large scholars I am more successful with the 
system of reading criticisms at noon and night cover- 
ine all misdemeanors. I have a book on the desk in 



DISCIPLINE AND SCHOOL MANAGEMENT. 145 

which they are written at the time of occurrence. 
Pupils are very careful about having their names appear 
on this book. 

Again, I take them aside and appeal privately to 
their sense of right and wrong. When the case is ob- 
stinate, suspension and finally expulsion. In the lower 
grades a system of merits and demerits works well. — 
y. W. Simmons. 

Punishments should be like the old lady's spice in 
the pickles, "according to taste." — C. B. Thomas. 

As to schoolroom misdemeanors, I make the punish- 
ment of the same nature as the offense. As a privilege 
is abused, I deprive the pupil of that privilege. If the 
pupil is playing in school, I ask him to look up some 
subject in the cyclopaedia. By this he may gain infor- 
mation. Idleness is the parent of mischief ; I therefore 
aim to give all plenty to do, and see that it is done. — 
J. H. Orcutt. 

Cultivate the habit of never showing vexation. There 
seems to be a certain amount of felinity about the av- 
erage small boy. This spirit of persecution is directed 
against the teacher if easily harrassed or irritated. The 
skill and ingenuity of the live teacher will be used to 
guide this spirit rather than to crush it. Utilize these 
activities of the child, and they at once become the 
sources of his highest satisfaction and success. Save 
the boy for good in spite of himself — S. S. Townsley. 

Physical vigor is an important element of success in 
the teacher. The teacher should regard it as a duty to 
10 



146 1000 WAYS OF 1000 TEACHERS. 

feel well. Then early hours, regular habits, good and 
well prepared food, and an equable temper, combined 
with a hopeful spirit, should constantly bless the teach- 
er's life. Dr. Arnold used to say: "When I cannot 
mount the library stairs two steps at a time, I shall 
think it time for me to seek another calling," — 5. S. 
Tozvnsley. 

" Similia similibiis curantur" 

The first way to secure obedience to commands is to 
make every rule and regulation you lay down the sub- 
ject of careful previous thought. Determine on the 
best course, and be sure you are right ; then you will 
gain confidence in yourself, and without such confidence 
authority is impossible. Be sure that if you have any 
secret misgivings as to the wisdom of the order you 
give, or as to your own power ultimately to enforce it, 
that misgiving will reveal itself in some subtle way, 
and your order will not be obeyed. An unpremedi- 
tated or an indefinite command — one the full signifi- 
cance of which you yourself have not understood — 
often proves to be a mistake, and has to be retracted. 
And every time you retract an order your authority is 
weakened. Never give a command unless you are sure 
you can enforce it, nor unless you mean to see that it 
is obeyed. You must not shrink from any trouble 
which may be necessary to carry out a resolution you 
have once laid down. It may involve more trouble 
than you were prepared for ; but that trouble you are 
bound to take in your scholars' interest and in your 
own. We must not evade the consequences' of our 
own errors, even when we did not foresee or even de- 



DISCIPLINE AND SCHOOL MANAGEMENT. MT 

sire all of them. The law once laid down should be 
regarded as a sacred thing, binding the law-giver as 
much as the subject. Every breach of it on the schol- 
ar's part, and all wavering or evasion in the enforcement 
of it on your own, puts a premium on future disobedi- 
ence, and goes far to weaken in the whole of your 
pupils a sense of the sacredness of law. — J. G. Fitch. 

For small boys and heedless ones I have a little plan 
which pleases me. My desk is a box desk closed in 
front, with a large opening behind. I sometimes re- 
quire a troublesome boy to sit in behind this desk for 
a while. He is there by himself and keeps quiet. — H. 
H. Ballard. 

I aim to anticipate trouble and thus avoid the neces- 
sity to punish. I never scold nor talk about order, but 
act promptly and say nothing. I check all wrong ten- 
dencies at the very beginning. The best thing tried to 
keep up interest is constant e7icoiiragement. — L. B.Irvin. 

Consistent requirements, with eternal vigilance, yield 
satisfactory results with me. — H. M. Hale. 

The only form of punishment I ever deem necessary 
is censure before the whole school, followed by report 
to parent if the case proves stubborn. — W. A. Buxton. 

A thoroughly organized, well treated school, under a 
quick eye and a ready ear, seldom needs punishment. 
I 'rarely punish two alike. Do not whip. Laughter 
and merriment from the school are the severest things 
I can use. — C, M. Ranger. 



148 lOCXD WAYS OF 1000 TEACHERS. 

If a penalty for whispering or idleness is needed, I 
generally impose fifty or one hundred words of one, 
two, or three syllables, as the case may be, or a page 
in United States History. I aim to treat my pupils with 
the same respect that I expect from them, and they 
understand me. I never threaten or promise, and sel- 
dom excuse. — Herman Roe. 

I think it does a mischievous young chap of twelve 
or fourteen years of age good occasionally to take him 
by the collar and exercise him for a minute or two in a 
pretty lively manner. — F. J. Ostrander. 

I endeavor to visit upon the offenders the obvious re- 
sults of their own misdeeds as far as I am able. — 
Anonymous. 

I recognize the past and make due allowances for the 
fact that boys are boys and girls are girls, and so I give 
them a chance for a good hearty laugh now and then. 
I have very little trouble with misdemeanors, and have 
not whipped a boy or girl in any department for five 
years. — W.K. Wickes. 

Dealing with whisperers is hard work. We allow to 
all pupils who obtain an average of ninety per cent, in 
attendance, deportment, and recitation for one month, 
one holiday in that month. Whispering takes grade 
from deportment ; hence it costs a pupil to whisper. 
Our best method of checking whispering is to give the 
pupils all they can do, and then watch them and see 
that they do it. Eternal vigilance is the price of good 
order. — J. W. McKinnon. 



DISCIPLINE AND SCHOOL MANAGEMENT. 149 

I take pains always to be kind even under provoca- 
tion. I take every means to preserve the pupil's self- 
respect and arouse it if dormant. I usually inform a 
pupil of his punishment privately unless the disorder 
has attracted general notice. I seldom point disorder 
unless it is necessary to do so to prevent general dis- 
order. I notice the first attempts to take liberties. I 
never punish a pupil until I am positive he is guilty, 
and then never allow the first word of excuse. I act as 
my own detective. I make no fixed rules of order, but 
when I observe a bad tendency I request that it may 
not occur again, and leave it to the pupils' discretion. 
I require each one to give attention to his own work. — 
C. E. Lowry. 

If I see pupi-ls whispering, conferring about work, or 
disorderly in any way, I silently mark down and detain 
at night. If this occurs too frequently, I refer the mat- 
ter home. If much out of order, I name the pupil, 
requesting him to stand ; then talk to him. These 
methods work the best of any I have ever tried. — H. 
M. Enos. 

I govern by " moral suasion " as far as it will go, 
and when that fails I use a shingle. (This is a lumber 
region and shingles are plenty). We publish the names 
in our county paper of those who are neither absent 
nor tardy. This serves as a stimulus with some to 
keep them in school. — Newton Wiest. 

If a pupil in my room is caught whispering, I give 
him a chance to talk by asking him questions and com- 
pelling him to stand until he answers. — J. B. Mechling. 



160 lOOO WAYS OF lOOO TEACHERS, 

I have no rules and no punishments for my pupils. 
An expression of disapproval of any misconduct is all I 
give. — E. L. Wells. 

When little fellows will persist in communicating — 
let them be caused to learn a piece to be spoken before 
the school at the time when it will punish them worst. 

Communication is forbidden by the printed rules of 
the district. Scholars violating the rules are suspended 
and required to bring a written statement signed by a 
majority of the board before being reinstated. Badges 
of honor are given at the close of the term to those 
who have been faithful. — G. A. O singer. 

When it is necessary for me to resort to corporal 
punishment, with my watch in one hand I stop one- 
half minute between blows. — Anonymous. 

If I find a boy acting mean, that is, doing wrong 
knowingly and intentionally for spite, I shake him up 
without comment, and I do not take pains to be easy 
about it. A large boy or girl with average intelligence 
must comply like a gentleman or lady with all school 
requirements, or make room for some one who will act 
decently. I try to be prompt and decided but kind 
and reasonable in every movement about the school 
room. — W. H. Campbell. 

I don't whip much. There are many ways to pun- 
ish that are so much better. I don't intend to have 
a pupil outgeneral me in any way. Having been 
through boyhood myself and knowing something- of it, I 



DISCIPLINE AND SCHOOL MANAGEMENT. 151 

make it a point to beat any boy or girl at any game he 
or she may start, and make him feel so small that he 
will not try to repeat it. I have a seat for bad cases of 
whispering that cures by making it impossible. I study 
such punishments as can be protracted at pleasure with- 
out injury to the pupil ; and that is more satisfactory 
than any other mode. A boy hates to be led around 
by a string, which makes him an object of ridicule (that 
I sometimes allow and sometimes suppress). To keep 
a boy from being spoken to by his mates will become 
monotonous after a few days ; but it requires care to see 
that the order is obeyed. The general law is "beat 
them," but not with the rod. — S. M. Knowles. 

Commending the good is a strong means of preserv- 
ing a high standard. — 5. P. Bates. 

My rule is, " Punish seldom and judiciously." Re- 
move if possible the causes of misdemeanor, and the 
necessity of punishment no longer exists.— T. J. 
Walsh. 

Some teachers are successful in breaking up fighting 
by tying the arms of the offenders for a period. 

One teacher with whom the author has had corre- 
spondence cured a boy of running away from school by 
taking the boy home with him and keeping him for 
three or four days. 

I attach no penalties to the various misdemeanors of 
the schoolroom, but try to keep the room quiet by 
keeping quiet myself — L. E. Irland. 



152 lOOO WAYS OF 1000 TEACHERS. 

Two of the oldest boys of my school in the excite- 
ment of snow-balling got into a fight. My attention 
was directed to it in time to check it before either was 
seriously hurt. After school was called I informed 
them that the penalty for such an action was whipping. 
In the afternoon, having previously provided two raw- 
hide whips, I called out these two boys who had en- 
gaged in fight, together with others who had seen it, 
into the hall, informing them that it was well for the 
whipping to occur under the very tree where the fight 
occurred — to which we then repaired. Arriving there 
I told them that the custom of whipping for fighting 
was of ancient origin, and that even the scriptures said 
" An eye for an eye" and " a tooth for a tooth," that we 
should abide by the custom; but as blows were painful 
to flesh, and yet as some person or thing must receive 
the flogging I was persuaded that the tree which had 
no nerves should receive the castigation. I thereupon 
required each to give the trunk of the tree 50 blows 
with a rawhide as hard as he could strike. Panting 
and blowing, at fifty strokes they were tired out and 
punished with a punishment that lasted, for it was a 
long while before they heard the last of it from the 
boys who witnessed it and from the community. — 
A no7tymoiis. 

A certain teacher had a pupil who was annoying in 
that the boy was impudent and disobedient. One 
evening he detained the boy after school, and having 
talked to him for some time in regard to his offenses, 
got him with tears in his eyes to admit that he had 
done wrong and was deserving of punishment. There- 
upon the teacher took his pocket blank-book and wrote 



DISCIPLINE AND SCHOOL MANAGEMENT. 153 

xipon a fresh page the following : "For being impudent I 
deserve a punishment." " For being disobedient I de- 
serve a punishment." He asked the boy if he was will- 
ing to subscribe to it, which, the boy assenting, he was 
requested to sign ; and he did. The teacher then told 
Tiim that at any future time he should feel at liberty to 
.administer those punishments, but would not that 
evening. After a few days, when the boy gave evi- 
dence of growing careless, the teacher asked him very 
-suddenly one day if he recollected the conversation of 
a previous evening, and the boy responded that he did, 
the teacher informed him that he was ready to attend 
to one of the punishments right then and there, which 
Tie did in perfect good nature and with good grace. 
The boy never needed the other. 

The teacher's private blank-book is a thing of great 
importance in the eyes of the pupils, and to have their 
names taken by him and placed upon a " black list" in 
it, is, to some, exceedingly mortifying — that they should 
"be held so low in their teacher's estimation ; — nor 
should their names be entered there without the pupils 
have opportunity to redeem themselves and have their 
names rubbed out or torn out. 

The teacher himself can keep the deportment of the 
school by a system of marks by which the pupils' stand- 
ing is lowered. Ten, one hundi^ed, or one thousand is 
generally used to indicate perfect. In marking at the 
Northern Illinois State Normal University, where lOO 
is perfect, an " m" counts off ten, and an " i " deducts 
Jive. The teacher may use them according to his 
judgment, letting the marks take off respectively five 



154 1000 WAYS OF 1000 TEACHERS. 

and one or any other amounts. In a State Normal 
School of New York i,ooo is the standard for perfect 

Before a boy is flogged he should be informed clearly 
and explicitly what the punishment is for, and should 
be convinced beyond doubt by the action of his teacher 
that the whipping is not done through malice or re- 
venge, nor yet in anger. No pupil should be whipped 
while he is angry, for then he is not open to conviction. 

Little fellows who are caught fighting may be taught 
a lesson which they will never forget by being giv- 
en each two juicy saplings and compelled to persist 
in whipping each other about the legs until both are 
worn out. They should then be made to shake hands 
and kiss. — Anonymous. 

In a primary school the author has seen two little 
boys, who had been fighting, called up before the 
school by the teacher and compelled to kiss each other 
twelve times upon the mouth, and at the close of school 
to go from the house to the gate with their arms 
around each other. 

Some pupils are kept in subjugation by not knowing- 
what may be the next move of the teacJier in case they 
are disobedient. They should be made to feel that 
there is plenty of power in reserve. 

The sending of pupils from the room with an appro- 
priate injunction is used with effect by some teachers. 
Especially is it a punishment when thereby they lose 
some exercise in which they are interested. 



DISCIPLINE AND SCHOOL MANAGEMENT. 155 

The promiscuous seating of boys and girls where 
such a thing has never been resorted to is sometimes 
attended with wholesome effects ; not having a boy 
and girl in the same desk, but let the desks in a row be 
filled alternately with boys and girls. 

The changing of a pupil's seat is effective as a pun- 
ishment only as he is peculiarly attached to the seat he 
leaves or is placed in a seat he peculiarly dislikes. 

I find that keeping a strict account and furnishing 
parents with a monthly statement of the pupils' deport- 
ment are, combined, the most potent remedies. — W, 
E. Coleman. 

Our punishments are detention at recess and after 
school, seating in a chair at the front of the room, and 
as a last resort, punishment ; and in this age of law- 
suits the ferule is preferred, as the palm of the hand 
will show more dimly the effects of punishment. — D. 5. 
Elliott. 

We do not have any particular punishment for any 
particular offense, being governed by circumstances^ 
using such as loss of seat, reciting to superintendent,, 
studying in superintendent's office, sometimes corporal 
punishment, and last, but not least, suspension, either 
definitely or indefinitely. — J. R. Trisler. 

A roll of honor may be written prominently upon 
the front board at the beginning of each month, in 
which shall be included the name of every pupil in the 
room. As any are disorderly during the month, their 



156 1000 WAYS OF lOOO TEACHERS. 

names should be erased — all starting with their names 
on the roll at the beginning of each month. 

When rolls of honor are published in the home 
paper, the requirements to entitle a pupil's name to be 
placed in them should be so rigid as to let it be an 
honor to have it enrolled therein. 

Set a bad boy to doing something which he 
thinks is helping you, even if it is not in the line of 
study. Thus, have him pick up the chalk at the board, 
or paper on the floor, or have him look up a given list 
of words in the dictionary, to see if they be spelled cor- 
rectly, etc. 

Boys who are disagreeable upon the play ground by 
being overbearing, can be rendered docile by having 
their hands tied securely, with the order to the others 
that they are not to untie them. This can be contin- 
ued until a change is effected. 

The author has known a teacher to break up paper- 
wad chewing by compelling a pupil caught in the act 
to chew before the school and throw into the waste 
basket a few sheets of clean paper. 

"Solitary confinement" can be approximated by 
liaving the disobedient pupil sent into the "entry" or 
hall, to ponder upon the error of his ways. 

Candidly, teacher, how would it do to work upon the 
feelings of a bad boy, and when he is seriously sorry, 
have him whip you •■* 



DISCIPLINE AND SCHOOL MANAGEMENT. 15T 

Have music by all means. If you cannot sing, let 
those lead who can. 

In small places it is a good idea to have a report of 
the school posted conveniently in the postoffice at the 
first of each month to remain during the month. This, 
may include : 

Number Enrolled. 

Average Daily Attendance. 

Number of Absences (Days). 

Number of Tardinesses. 

Punishments. 

Number of Visitors. 

— Signed by the Teacher. 

Old people sometimes like to see their names in 
print as well as young ones. It is therefore a good 
policy to publish the names of visitors occasionally, if 
you desire to have parents frequent the school. 

Never make the study of the Bible a punishment. — 
Page. 

When scholars do wrong it is sometimes best to 
withhold immediate reproof, but to describe a similar 
case in general instruction. — Page. 

Avoid those punishments which, from their nature,, 
imply in the inflictor a love of prolonged torture. 

In making programmes, indicate the work of the 
class that is not reciting as well as that which is. — 
Hand-Book Denver Public Schools. 



158 lOOO WAYS OF 1000 TEACHERS. 

I believe that the honor of a whole room can be ap- 
pealed to and a state induced so that a pupil who is 
disorderly in absence of the teacher shall be made to 
feel the contempt of the whole room. — Anonymous. 

Noisy boys who delight in making a disturbance or 
unnecessary confusion in passing out can be punished 
and reformed by being allowed to pass alone, one step 
at a time, as the teacher taps the bell or counts. 

I have practiced during the past year giving the pu- 
pils their monthly report cards in the order of the 
pupil's rank in scholarship, with a few words of com- 
ment. The effect has been to stimulate most of the 
class to make an effort to improve. — Anonymous. 

Corporal punishment is a delicate and serious meas- 
ure in school management, and would better in most 
cases be relegated to the homes. — Hand-Book Denver 
Public Schools. 

A friendly rivalry for excellence in reports with 
neighboring schools can be used as a powerful auxiliary 
in school management, especially where the schools 
compete for superiority in attendance and punctuality. 
These are things which admit of little dispute, being 
based on fact. Grades in scholarship and deportment 
are matters of opinion. 

In higher grades encourage the establishment of a 
a school library or a school cabinet of curiosities. 
These can be supplied by direct contribution of the 
pupils or patrons, or the books for the former may be 



DISCIPLINE AND SCHOOL MANAGEMENT. 159 

purchased out of school money arising from school ex- 
hibitions or entertainments. Have an encyclopaedia, a 
dictionary, and a gazetteer by all means. 

Use the first five minutes of a recitation for review. 
Avoid governing too much. 

I use the following method : A sort of currency called 
merits was established, and every exercise had its value. 
Every child knew exactly what he was entitled to in 
ordinary cases ; and, in extraordinary cases a fair val- 
uation was made. I always exercised the right to do 
justice in particular cases. Every term it was under- 
stood that a certain sum called the merit fund would 
be distributed among the pupils in proportion to the 
number of merits each received. Of course the value 
of a merit depended upon the total number obtained by 
all the scholars. If the fund was $10.00 and the num- 
ber of merits 60,000 — sixty merits would be equal to 
one cent. This in a pecuniary point of view was next 
to nothing ; and yet it was sufficient to induce every 
pupil to take good care of his exercises, and led to a 
more careful attention to the school x&zoxdi.—Fowle' s 
Teachers' Institute. 

In conducting a recitation it is assumed that the class 
is an organized assembly with the teacher as chairman. 
No scholar has a right to the floor (using parliamentary 
language) till he is recognized by the teacher. The 
raising of the hand signifies that he wishes to obtain 
the floor, but does not give him a right to it without 
the assent of the chairman. The teacher should be 



160 1000 WAYS OF 1000 TEACHERS. 

particularly watchful on this point ; otherwise scholars 
conceive that whenever they raise their hands they may 
speak. Thus the object of raising the hand is defeated 
and disorder is the result. — Holbrookes Methods. 

There is connected with the high school of Fostoria,. 
Ohio, a reading room, which is open from 8 A. M. 
to 5 P- M., for the accommodation of the pupils of 
the schools. It has two daily papers and nearly all tl e 
leading periodicals of the day. This method has been 
taken to prevent the reading of trashy literature by the 
pupils. The periodicals are obtained by subscription 
from pupils and teachers. 

The large bell or warning should be rung for five 
minutes before the opening of the school in the morn- 
ing and afternoon and before the close of the recess, 
that all may have due notice and time to repair to- 
their seats and be ready for work at the tap of the 
small bell by the teacher. Always be prompt in calling 
to order. 

^' A bad boy can frequently be reformed by having 
■■ confidence reposed in him. Let him do something that 
assists you or some pupil when you observe that he is 
inclined to be out of order. The nature of the work 
assigned to him must depend on the boy. Convert 
thus indirectly his propensity for doing bad into a de- 
sire to do good. 

It must be deeply impressed upon the mind of the 
child that it is unjust for one to do what all may not 
properly do. The school is a little community ; here 



DISCIPLINE AND SCHOOL MANAGEMENT. 161 

should be taught the fundamental principles of true 
liberty and civil government. Let the pupils feel that 
you are willing to give them the greatest liberty con- 
sistent with the general welfare. Teach them that the 
boy or girl who attracts the attention of a seat-mate 
by whispering to him is infringing upon the rights of 
others. When this lesson is learned a great step has 
been taken toward the accomplishment of our purpose 
— the abolishment of whispering. — y. B. Estee. 

WHISPERING : 

1. Keep the pupils busy. 

2. Treat them politely. 

3. Consider whispering as disorder simply. 

—D. G. Wright. 

By allowing one or two minutes at the close of each 
recitation, or each half-hour's work, for communication, 
it is not a difficult matter to secure practical non-com- 
munication for the rest of the time. — Indiana School 
jfournal. 

The school is a true democracy. No rule or law 
should be passed without the consent of the governed. 
If pupils do not realize it to be their duty to obey a 
command it will not be obeyed. Before requesting 
anything of a pupil cause him to see that it is to his 
advantage to do it. My best success in school govern- 
ment is in having few rules and none to which the 
school does not give its consent. Thus, the pupils are 
thrown upon their own responsibility and learn to 
govern themselves, and are better prepared for the 
duties of hfe when they become men and women. Al- 
ii 



162 1000 WAYS OF lOOO TEACHERS. 

ways give your pupil a chance to do what is right. It 
is the teacher's duty to teach not to govern. — G. W. 
Hce7tshel. 

A teacher asked me : " What is your remedy for 
noisy slates .''" And I told her as follows : 

I write to the mother (by impression from hekto- 
graph) about thus : " Mrs. : The clatter of slate- 
frames prevents the quiet Avhich is necessary for 
study ; therefore we are trying to have all our slate- 
frames covered. I would consider it a great favor if 
you would put a binding of woolen goods — either new 
or old, — on this slate, and send it back to-morrow." 

I tell the children the necessity of quiet slates ; put 
the name of each mother on the notes, send the notes 
and slates home by the pupils, charging them to bring 
their slates back, — covered, — the next day. Some- 
times they come back with " Mother didn't have time," 
*' Ma didn't have any suitable goods," " My ma didn't 
have time." Then I take the strip of goods I have my- 
self prepared, take thimble, needle, and coarse black 
thread from the desk, give up my resting minutes to 
the work of covering slates ; and before the first week 
has passed, our slates are quiet for the year. — School 
Journal. 



CHAPTER X. 

ABSENCE AND TARDINESS. 

I admit no tardy pupils for half an hour (unless 
they have a written excuse) and then mark them ab- 
sent for half a day, and send a printed blank to pa- 
rents for their excuse for tardiness or absence, which 
the pupils must return. — J. C. Gregg. 

Our teachers use their united efforts to prevent ab- 
sence, mostly by visits to parents, which meet with 
good results. Pupils tardy are required to report to 
the superintendent after school hours, and in his pres- 
ence make up lost time by some useful exercise on the 
black-board, and here the tardiness is reduced to a 
minimum. — y. R. Trisler. 

I find that having the scholars go through some in- 
teresting exercise in the morning, such as marching, 
has a good effect in preventing tardiness. — A. W. Sul- 
livan. 

A scholar tardy to-day without an excuse, loses his 
seat to-morrow ; a scholar absent recites all his back 
lessons before he joins his classes. — C. M. Ranger. 

(163) 



164 lOOO WAYS OF lOOO TEACHERS. 

For absence the pupil loses his recitation credit, and 
is consequently lowered in rank on monthly report. 
For tardiness I sometimes keep the pupil for double the 
time lost. — Anonymous. 

For tardiness we use emulations — prizes — making" 
up double time, copying fifty lines from the cyclopedia^ 
etc. — A nonynious. 

When pupils can be made to look upon unnecessary 
absence and tardiness as decidedly discreditable and 
improper, there is little further trouble from these 
sources. — A nonymous. 

" Attend to business or leave " is the rule at the Kan- 
sas Agricultural College, Manhattan, Kan. 

The best way to prevent tardiness of which I know 
is to educate pupils against it. — Anonymous. 

The thing with us which directly bears on the at- 
tendance inside the school is that absences count zero- 
in recitation except those excused for sickness. Pupils 
are ranked monthly. — Anonymous. 

To prevent tardiness I give credit marks to those 
who are early, and sometimes tell a story, or have a. 
song sung to incite them to be early. — Judson Durham. 

I require tardy ones to remain at night and make, up- 
time by study, never excusing them short of ten min- 
utes, and sometimes twice the time tardy. For absence 
I require the pupils to make up lessons lost on first day 



ABSENCE AND TARDINESS. 



165 



of returning ; at least, make them study them and put 
a good dose of those into next monthly examinations, 
when if they fail, I put them back. — H. M. Enos. 

We show to the class that a pupil who has been ab- 
sent is behind, by giving questions to him, and I find 
that it has a good effect. I appeal to the reason and 
better feelings of the pupils. — jf. B. Mechling. 

The best rule that I can give for punctuality and at- 
tendance is to make the school a more desirable place 
than any other. — Anony??ious. 

I find that if pupils are required to register their tar- 
diness they will try to be more punctual. I have on 
the black-board near the door a diagram like this : 

Tuesday, December 23, 1881. 



A. M. 


P. M. 


pupil's no. 


MIN. LATE. 


pupil's no. 


MIN. LATE. 











Each tardy pupil as he come in steps to the board 
and puts down his number of minutes late. This is 
copied into the register in the evening. — W. E. Coch- 
ran. 

Pupils who are tardy are required on entrance to 
write their names on the black-board, with reason for 
being late, and number of minutes late, and then I 
write the demerits for tardiness close by and permit it 
to remain the entire day. Boys and girls get it by 



166 lOOO WAYS OF lOOO TEACHERS. 

heart and tantalize each other by repeating it to them, 
and talk of it at home. — W. D. May field. 

In my school all the pupils want to sit on the back 
seats, therefore I say, " Any one who is out two days 
will lose his seat, one from the front taking it if he is 
punctual," — H. L. Bemis. 

To prevent tardiness I say, " I will not tolerate it," 
and I succeed well. Moral suasion, shame, sarcasm 
{sparingly), loss of all recess except three minutes are 
slight punishments. When these fail I try an applica- 
tion of a brush to the calves of the legs. — Anonymous. 

Unless assured the tardiness was unavoidable, tardy 
pupils are not admitted, and four half-day absences sus- 
pend them until they obtain permission of the board to 
enter. — S. P. Hutchinson. 

Let a tardy song be learned by the school to be sung 
on the entrance of a late pupil. 

My school time is five minutes slower than railroad 
time. I arrive at the school house at 8 ; find the 
house in order for school and pupils enough there for 
me to commence upon. Every pupil is commonly at 
work upon his lesson at 8:40. Roll-call occupies from 
five seconds before 9 to 9 o'clock. Each one who is 
not present at roll-call, coming in afterward, remains 
after the other scholars have gone, to have his attend- 
ance entered upon the schedule. This detention is not 
a penalty inflicted for being tardy, but to enable me to 
have the schedule show the attendance correctly. By 



ABSENCE AND TARDINESS. 16Y 

the time I have my schedule, pen and ink duly ar- 
arranged, and the attendance entered, the other pupils 
are one-fourth mile from the school house. Tardy 
ones have lonely walks. Cases of tardiness are rare. — 
B. G. Roots. 

For tardiness in our intermediate grades, deprivation 
of the customary recess, increasing as the tardiness in- 
creases, thus : First time, one recess ; second time, 
two. We do not, under any circumstances, keep a 
scholar in during a whole session, — C. S. Wilder. 

Impress upon their minds that tardy pupils make 
tardy men and women — that tardiness will produce 
negligence and carelessness, that in being tardy at 
school they are forming the habit of going through life 
tardy, always behind time, their work always crowding 
them to such an extent that they will never in their 
lives get ahead of it and have a resting spell. 

When the teacher observes that two or three are not 
present, he might introduce some pleasant little exer- 
cise out of the regular routine of work, which will be 
enjoyed by all, and about which they will afterward 
talk, so as to cause those who are late to see when they 
come that they have missed something interesting. 

The author is acquainted with a teacher who re- 
quires tardy pupils who do not bring with them satis- 
factory excuses to write upon the "black-board their 
names and the number of minutes tardy as follows : 
For the first tardiness, five times ; for the second, ten ; 
for the third, twenty ; for the fourth, forty, etc. Thus, 



168 lOOO WAYS OF 1000 TEACHERS. 

John Smith, who comes in late, steps to the black- 
board and writes, by the direction of the teacher, the 
following : 

John Smith, tardy eight minutes. 

John Smith, tardy eight minutes. 

John Smith, tardy eight minutes. 

John Smith, tardy eight minutes. 

John Smith, tardy eight minutes. 
Knowing that his punishment is increased each suc- 
ceeding time, he lets his tardinesses be few and far be- 
tween. The teacher should have the names written 
neatly, and so systematically as to be easily counted. 

Or, make him (the tardy one) figure up, if he can, 
the total time lost if the school had been as late as he, 
and how much it would be worth at 20 cents per hour, 
etc. 

In cases of often repeated truancy, when the teacher 
has the co-operation of parents, a good antidote is to 
give the pupil a statement each night, directed to the 
parent, stating that the pupil has been in attendance 
during the day. This should be attended to with never 
failing regularity so that the parent may know for a 
surety that when his child brings home no statement at 
night he has been delinquent at school during the day. 
A mention of any good thing the pupil has done during 
the day would also have a wholesome effect. 

A tardy roll might be kept in a prominent part of 
the room, headed, according to circumstances, some- 
thing like the following : " Thoughtless, careless, pupils. 
We have no pride in the report of our room." Those 



ABSENCE AND TARDINESS. 169 

who come in late being required to sign their names 
beneath in order. The names should be erased monthly. 

We suspend four days for unnecessary absence and 
■detain a half hour after school for tardiness.— d7. E. 

JLowry. 

In no case should the pupil be kept after school to 
make up time lost by tardiness when he can see that it 
is as much a punishment for the teacher to remain as 
for him. It should be arranged at such a time as will 
appear to inconvenience the teacher the least. 

The better the school the fewer the absences. 

In graded schools, consisting of two or more rooms, 
a friendly wholesome rivalry can be awakened some- 
times by indirect methods. Thus, two neat and attract- 
ive pictures might be supplied by the Board of Educa- 
tion, each to remain respectively in the room which 
liad during the previous month the fewest cases of ab- 
sences or tardiness. By this means the pupils them- 
selves are interested. 

I strive to encourage a friendly competition among 
the pupils by ranking, making it a punishment (great 
to them) to incur a demerit or diminution in their 
standing which absences or tardinesses from any re- 
quired exercises always bring. — Anonymous. 

So strong is the desire among the pupils to keep 
•down tardiness that a child dreads the frown of the rest 
of the school in going in late. — A nonymous. 



lYO lOOO WAYS OF 1000 TEACHERS. 

We depend more upon enthusiasm for school work 
to prevent tardiness than any other means. — J. Fair- 
banks. 

Badges of honor are given at the close of the term ta 
those who have been punctual. — Anonymoics. 

For tardiness I require a written excuse from the 
parent, and have a personal interview with the pupiL 
— A nonymous. 

We make it so thoroughly unpleasant for a tardy^ 
scholar, we seldom have a case. — B. L. Dodge. 

Monitors report those absent or tardy. Pupils dis- 
like to have their names mentioned thus publicly, and 
make an effort to be punctual. — W. H. Beach. 

Reason would dictate that there should be no bodily 
punishment for absence or tardiness except where pa- 
rents fail to excuse, and then only in extreme cases. 

A pupil may be sent home for his excuse when tardy. 

Or, in extreme cases, be deprived of the privilege of 
entering. 

Attendance and punctuality go together, and are 
equally important ; neither must be secured at the ex- 
pense of the other. As a rule, rewards and punishments 
are of little avail. Regular attendance is absolutely 
necessary to make thorough scholars, and punctuality 
is just as necessary to avoid disturbance of regular 



ABSENCE AND TARDINESS. 171 

school work. First, the teacher must be thoroughly 
in earnest ; he must be enthusiastic. He must be 
always at his place ; he must never be tardy ; he must 
be prompt and exact in everything he does. Second^ 
the teacher must make school work pleasant and at- 
tractive. By personal influence with his pupils he 
creates a " Pride in our School." He appoints a com- 
mittee on attendance and a committee on punctuality. 
He gets the community interested by his influence 
over his scholars, and by his acquaintance and talks 
with parents. 

The following is the plan in use by a graded school 
of eight departments : At the afternoon recess of each 
day, each department teacher sends to the principal a. 
report of the attendance, punctuality and average of 
her school for the day. The principal summarizes 
these, placing the highest average at the head of 
the list, and furnishes each teacher with a copy of 
the same ; this is read to the school and shows the 
relative average of each department. At the end of 
the school months, similar monthly reports are made 
The department having the highest average is given a. 
neatly-framed "Roll of Honor, No. i," which is hung" 
in the room for the coming month. Each department 
has its " Roll of Honor," the number corresponding" 
with the average attendance and punctuality. The 
strife is as great to avoid getting a low number as to^ 
secure a high number. When absences or tardinesses 
occur, the teacher or principal or both talk kindly with 
the scholar, learns the true cause of the absence or 
tardiness, and shows an unselfish interest in the schol- 
ar's welfare. Frequent communication with parents 



172 1000 WAYS OF 1000 TEACHERS. 

and visits to them will secure their good will and co- 
operation. With the good will and help of both 
scholars and parents, the average attendance and punct- 
uality can be raised as high as it is possible to be 
brought in a healthy and normal state of affairs. 



CHAPTER XL 

SAYINGS OF EXPERIENCED EDUCATORS. 

The teacher should creat an interest in study, incite 
curiosity, promote inquiry, prompt investigation, inspire 
self-confidence, give hints, make suggestions, and tempt 
pupils to try their strength and test their skill. — Wick- 
ersham. 

Never punish when angry. 

Subscribe for some educational journal. 

Require prompt and exact obedience. 

The true order of learning should be : First, what is. 
necessary ; second, what is useful ; third, what is orna- 
mental. To reverse this order is like beginning to- 
build at the top of the edifice. 

Never indulge in anything inconsistent with true 
politeness. 

Human perfection is the grand aim of all well direct- 
ed education. The teacher should have ever present 

(1Y3) 



1Y4 1000 WAYS OF 1000 TEACHERS. 

the ideal man whose perfection he would realize in the 
children committed to his care, as the sculptor would 
realize the pure forms of his imagination on the rough 
marble that lies unchiseled before him. 

Remember that your work, if done aright, will make 
you a complete man or woman ; it will, like any busi- 
ness, give you a better judgment, more information, 
and a wider range of thought. 

Avoid all undue self-sufficiency. 

Avoid servile imitation of any model. 

Never attempt to teach too many things. 

Ask two questions out of the book for every one in it. 

Let every lesson have a point, either immediate or 
remote. 

Activity is the law of childhood ; accustom the child 
to do, and educate the hand. 

Guard against prejudice on entering a school. 

Never speak in a scolding, fretful manner. 

The teacher must understand that on which he oper- 
ates. 

Never use a hard word where an easy one will ans- 
wer as well. 



SAYINGS OF EXPERIENCED EDUCATORS. 175 

Make the school room cheerful and attractive. 

Do not allow pupils to direct their own studies. 

Remember that your capital is your health, your 
education, your liberty, your determination to brighten 
and improve yourself and your power to teach others. 

Proceed from the known to the unknown, from the 
particular to the general, from the concrete to the 
abstract, from the simple to the difficult. 

Avoid reciting for a pupil or class ; it will do the 
pupil no more good than to eat his dinner for him. 

Teach your pupils how to study and think systemat- 
ically and connectedly. 

Remember that in teaching, as in everything else, 
you must have a good deal of capital invested to obtain 
large proceeds. 

Never tell a pupil to do a thing unless convinced he 
can do it. 

Never let your pupils see that they can vex you. 

Cultivate faculties in their natural order ; first form 
the mind, then furnish it. 

Remember that you ought to be more deeply inter- 
ested in your school every day, as every business man 
is in his business. 



176 lOOO WAYS OF 1000 TEACHERS. 

Avoid invidious comparisons of one child with an- 
other. 

Remember that your duty consists not in keeping" 
your pupils still and getting replies to questions, many 
of which you could not answer yourself. 

Never be slow to commend a pupil for good work or 
deportment. 

Teach self-government. It is the only government. 

Speak grammatically to your pupils ; speak kindly,, 
too. 

Never let any known fault go unnoticed. 

Be prompt in beginning and dismissing. 

Leisure is sweet to those who have earned it, but 
burdensome to those who get it for nothing. 

Cultivate a pleasant countenance. 

He that studies books alone will know how things. 
ought to be. He that studies men will know how 
things are. 

Reduce every subject to its elements ; one difficult}^ 
at a time is enough for a child. 

Cultivate the voice, eye, ear and hand ; avoid loud^ 
harsh speaking or singing. 



SAYINGS OF EXPERIENCED EDUCATORS. lYY 

As the treasures of knowledge are mainly contained 
in books, pupils should be early taught how to use 
them. The rapid, discursive and thoughtless manner 
in which books are now read by our youth is one of the 
greatest obstacles to the progress of a sound education; 

Never magnify small offenses. 

Do not be hasty in word or action. 

Teach both by precept and example. 

Proceed step by step — be thorough ; the measure of 
information is not what the teacher can give, but what 
the pupil can receive. 

Know what you desire to teach. 

Teachers should be judged not by the amount of 
knowledge which they seemingly impart, but by their 
efforts to induce the child to acquire knowledge for 
himself. 

Other things being equal, the most intelligent are 
the most industrious. 

Do not continue recitations beyond the regular time 
appointed for them. 

Govern by quiet signals as far as possible. 

Natural fitness for the duties of the teacher should be 
the first consideration by those intending to enter the 
12 



1Y8 lOOO WAYS OF lOOO TEACHERS. 

profession. No amount of training can compensate for 
natural deficiencies. Earnest determination to excel 
may do much to stimulate one on against his natural 
bent ; but, when a crisis comes, the artificial character 
so laboriously induced will break down, and the unfit- 
ness of the teacher will become apparent to himself and 
his district.— W. E. Bellows. 

The common schools are the stomachs of the country 
in which all people that come to us are assimilated 
within a generation. When a lion eats an ox the lion 
does not become an ox, but the ox becomes lion. So 
the emigrants of all races and nations become Amer- 
icans, and it is a disgrace to our institutions and a 
shame to our policy to abuse them or drive them away. 
— Henry Ward Beecher. 

The teacher is like the crutch ; its object is not to 
support the child through life, but to support him until 
he has strength enough to walk without it. — Educa- 
tional Weekly. 

The marking down of courses of study, and the cal- 
culation of per centages, have given the public the idea 
that education is synonymous with the acquirement of 
an amount of information. The fixing of a course of 
study has done an infinite deal of harm. Subjects 
should be studied, and even these may be so pursued 
as to render the advantage a mere verbal one. — N. Y. 
School journal. 

Every thought and action of your life, from infancy 
to manhood, has a bearing more or less direct on your 



SAYINGS OF EXPERIENCED EDUCATORS. 179 

work as a teacher. In other words, the teacher com- 
mences to develop an influence and constantly adds to 
his character that which will make him either a good 
teacher or an inferior one. — G. Dallas Lind. 

The one thing indispensable to the success of a school 
is a good teacher. 

The knowledge demanded for the successful conduct 
of even a primary school is varied and extensive. 

It is incumbent upon all teachers to continually study 
and improve themselves. 

"To teach, whether by word or action, is the greatest 
function on earth. — Channing. 

The tap root of a system of government in school is 
to furnish all with employment that is interesting to 
them, and at the same time conducive to their highest 
mental and moral development. To keep the imps of 
mischief away, put the angel of business on guard. — 
G, Dallas Lind. 

An enthusiastic teacher can rouse a 'lethargic class 
or room in a few moments, and a great exertion to 
overcome personal languor for a little while can make 
the whole day a success in lessons. 

Teachers should learn how to read character, how to 
read the dispositions of each pupil, and how, therefore, 
to manipulate each one in the best manner to secure 
the highest success. — Nelson Sizer. 



180 lOOO WAYS OF lOOO TEACHERS. 

The teacher need say Httle about government. A 
system of rules laid down is of more harm than good. 
— G. Dallas Lind. 

Do not encourage pupils to report each other for 
misdemeanors. 

Experience is beginning to show that teaching, like 
every other department of human thought and activity^ 
must change with the changing conditions of society or 
it will fall in the rear of civilization and become an ob- 
stacle to improvement. — James Johonnot. 

Now, I believe that a school, in order to be a good 
one, should be one that will fit men and women, in the 
best way, for the humble positions that the great mass 
of them must necessarily occupy in life. " I do not care 
how much knowledge a man may have acquired in 
school, that school has been a curse to him if its influ- 
ence has been to fill him with futile ambitions. — J. G, 
Holland. 

Do not lower yourself, but endeavor to bring your 
pupils up to your level. 

Never attempt to ferret out mischief without being- 
successful. 

The teacher, while he does not make a show of 
watching his pupils, should ever be on the alert to> 
detect departures from propriety and at once check 
them. A firm stand at the beginning is of great im- 
portance. — G. Dallas Lind. 



SAYINGS OF EXPERIENCED EDUCATORS. ISl 

The teacher should observe closely the results of his 
plans and note where they are successful and where a 
failure, and should govern his future accordingly. Let 
him review each evening the work of the day and try 
and find a mistake he has made, and resolve to do bet- 
ter the next day. — G. Dallas Lind. 

Make no noisy assertions of authority, and do not 
threaten. Be quiet, but be firm ; be dignified, but not 
distant. Let pupils feel that your friendship is desira- 
ble. Talk little, but do what you say you will. 

The faithful and competent teacher never fails to 
secure the confidence, respect, and even affection of his 
pupils. He is, as he ought to be, esteemed " in place 
of a parent." He is thought to be infallible. He ought, 
therefore, to be correct.— Wm. H. McGuffey. 

If you would profit by what you read and think, 
write your thoughts down. It is a good habit always 
to read with a pen or pencil in hand. Many an idea is 
lost because not written down. — G. Dallas Lind. 

The moral impressions made by the indirect method 
of teaching need be supplemented by direct lessons 
bearing upon the same subject. In teaching morals 
the same laws prevail as in teaching other branches. 
The mind must first be trained to observe, compare, 
and classify facts, and then to draw inferences from 
them. — James Johonnot. 

See that pupils in discussing or reciting a subject use 
proper language. 



182 1000 WAYS OF 1000 TEACHERS. 

The teacher should teach pupils to govern them- 
selves, and only when his best endeavors to this end 
fail should he resort to coercive measures. — G. Dallas 
Lind. 

Have no pet pupils. 

See that the recitations are as nearly perfect as possi- 
ble under existing circumstances. 

I have found to make my pupils work heartily with 
me and feel that our interests are one, is to treat them 
with uniform courtesy and respect. It takes time and 
patience before the good results are seen, and I suffer 
many discouragements and heart-aches, but I do think 
that little by little it cultivates in them a self-respect,, 
a kindness of feeling, and habits of courtesy toward 
others which gives a happier atmosphere to the room 
and stimulates them to better work. 

When the lesson is assigned, explain somewhat its 
more difficult features, and show pupils how to study it 
to advantage. Lacking this preliminary aid, they will 
needlessly waste much time and energy and perhaps 
come to the recitation discouraged. 

The great conspicuous evil practice in our schools,, 
once almost universal and still widely prevalent, is that 
of obliging pupils to commit to memory the words of 
the text-book. This practice seems to have its origin 
either in the ignorance or indolence of the teacher, and 
is one calculated directly to stultify, rather than ex- 
pand, the mind. — James Johonnot. 



SAYINGS OF EXPERIENCED EDUCATORS. 183 

Lectures upon teachrng, talks upon methods, etc., 
may greatly aid in securing their object, but it is 
practice only, under the eye of criticism, that will 
make successful oral teaching. 

Object-lessons, giving pupils ideas and thoughts with 
which they are already familiar, are to be avoided. 
The interest of a lesson depends very much upon its 
novelty ; and if this element is wanting, there is very 
little left to create a permanent impression. — James 
jfohonnot. 

Avoid wounding the sensibilities of a dull child. 

Never lose your patience when parents unreasonably 
interfere with your plans. 

Remember that good business men watch the mar- 
ket ; they mark what others are doing, note how they 
do it, and take papers and journals that give them 
specific information. You will be very short-sighted if 
you do not imitate their example. 

The teacher who finds not pleasure in the pursuit of 
his profession, or .in the action of his intellect, would 
better quit the profession at once, and engage in some 
other pursuit. — G. Dallas Lind. 

Give due credit to those who work with and for you 
for what they do. 

If you cannot make study attractive to your pupils, 
quit the profession. 



184 lOOO WAYS OF lOOO TEACHERS. 

The teacher who possesses the ingenuity to con- 
trive plans and methods is wise, but he exhibits 
the more wisdom who studies the peculiarities of his 
pupils, so as the better to know and adapt his teaching 
to each individual mind. 

Convince your scholars by your actions that you are 
their friend. 

Take especial care that the schoolhouse and its ap- 
pendages are kept in good order. 

Study to acquire the art of aptly illustrating a diffi- 
cult subject. 

Never deprive a child of anything of value without 
returning it at the proper time. 

In all things, set before the child an example worthy 
of imitation. 

Take advantage of unusual occurrences to make a 
moral or religious impression. 

Pull forward and not back, and lend a hand. 

Be slow to promise, but quick to perform. 

Do not tolerate slovenliness. 

Never break a promise. 

Be accurate. 



SAYINGS OF EXPERIENCED EDUCATORS. 185 

Teaching pupils to draw their own conclusions pro- 
perly stands above almost any other consideration. 

Be thoroughly in earnest and your energy and spirit 
will cause interest and enthusiasm in the class. 

Be courteous ; do not gossip, especially about other 
teachers. 

Never find fault without showing why, and indicating 
the better way. 

Do not complain to the directors about little things ; 
nor to your principal. Attend to them yourself. 

Monotony in school exercises produces dull, listless 
scholars. 

Commend often, but judiciously ; never scold. 

The art of teaching consists in starting the right 
questions and urging them along the track of inquiry 
toward their goal in finding the truth. 

Encourage the use of books of reference by refer- 
ring to them frequently yourself. 

During monthly examinations, make one study topi- 
cal ; assign a topic and have the work written in the 
form of an essay. 

Moral teaching should not be neglected. Direct in- 
struction may be given in a few set lectures, by anec- 



186 1000 WAYS OF lOOO TEACHERS. 

dotes or biographies of the great and good, at recita- 
tion time, in reading lessons, etc., or from books on 
morals and manners. Indirect instruction is given by 
the personal influence of the pupils on each other. 

Be wise in the selection of the matter for declama- 
tion. Do not allow your pupils to memorize trash. 
Use only standard authors. 

If you cannot speak well of your co-laborers, say 
nothing of them. 

In difficult cases of discipline, let your pupils see that 
you think before you act. 

You can never exhibit vexation without losing the 
pupils' respect. 

It seems to me a most enervating practice to shrink 
from demanding even irksome attention when it is 
necessary. 

Voluntary and conscious instruction and teaching 
are the handmaids of education and are ways of ap- 
proaching mindc 

Good examiners always judge answers by their gen- 
eral style as well as by their contents. 

Whatever qualifications of mind and person the 
teacher may have, he is still lacking in a most impor- 
tant element of success, if he has not a quick apprehen- 
sion of adapting means to ends. 



SAYINGS OF EXPERIENCED EDUCATORS. 187 

All teaching of pupils " how to study," which does 
not demand of them their maximum efforts in practice^ 
is a delusion and a fatal deception to the learners. 

Neglect of demanding maximum amounts of work 
from children accustoms them to superficial scholar- 
ship. 

He is most fortunate in the classroom who inspires 
his pupils with a zeal and determination for an in- 
creased power on the morrow's lesson. 

If your work drags, take more interest in it. Away 
with the teacher whose daily routine is like drudgery. 
The good teacher does not complain that his business 
is a treadmill. 

Is your dress a model of neatness and taste for your 
pupils. >• 

Gentlemanly and lady-like treatment of scholars at 
school, upon the street, everywhere, will win. 

It is the exception that the teacher receives, without 
cause, insolence from pupils. There is generally a 
lurking weakness somewhere that renders the teacher 
liable. 

Avoid doing the reciting yourself — that should be 
the work of the class. 

Noisy recesses can be obviated by allowing and en- 
couraging instructive games or puzzles. 



188 1000 WAYS OF lOOO TEACHERS. 

Remember that when you may be thinking least * 
about it, some pupil is observing some action of yours 
which he will remember through life. 

When an error has been made and corrected by the 
pupil who made it, the same question should be given 
again to him a few minutes afterward. 

Have a regular specified time during each day in 
which you can pass around among pupils and give 
needed explanations and assistance. 

To show a pupil that he does not know anything is 
often a necessary part of the teacher's duty, but it is 
never his whole duty. 

Don't be discouraged if your work does not appear 
to be producing great results. " In due time ye shall 
reap if ye faint not." 

Do not allow pupils to come to you with words to 
be pronounced, or questions to be answered, while you 
are busy. 

Begin every recitation with an object in view and 
a matured plan for the accomplishment of that object. 

Do not stop in the midst of a recitation to reprove a 
refractory pupil. 

Do not be satisfied with one correction of an error. 

Open the windows during recess and purify the air. 



SAYINGS OF EXPERIENCED EDUCATORS. 189' 

Business men often meet and consult. They have 
exchanges, boards of trade, hold fairs, etc. Teachers 
who do not pursue a similar line of conduct have them- 
selves to blame when they fail. 

Supervise the study of pupils. , 

Give the last few minutes of the hour to the assign- 
ment of the lesson. Be judicious as to length of lesson 
assigned. 

Detecting errors is not correcting them. 

Drill when about three facts have been communi- 
cated. 

Add something to the text-book at every recitation 
if possible. 

Be moderate in all things. 

The "thank you's" and "if you please's" of school 
intercourse are more important than might at first 
thought appear. 

Do not answer questions in asking them. - 

Concentrate the pupils' work on fewer subjects and 
thus develop the power of continuous work. 

Test the pupil's advancement in an art by calling 
upon him to practice the art, rather than to tell how it 
ought to be done. 



190 1000 WAYS OF 1000 TEACHERS. 

Hold well to the essential points. Be on guard 
against diversion from main issues. Know your scheme 
thoroughly and stick to it. 

Be patient with those who, though they may not do 
as well as you desire, are yet doing as well as they 
can. 

Do your work heartily. 

The best method to adopt in teaching any subject is 
that by which the greatest amount of work can be ac- 
complished in a given time. 

Education pays — ignorance costs. 

K Distingu ish between knowledge and skillj and rp..r| 
H member th at skill can be ob tained only by practice I 

y !->,-..:._ .. '— '— ^— ■ - - • . ^ I 

Always do your very best. 

Questions should be varied, logical, be given to ' 
pupils in a promiscuous order, be put rapidly, and 
should not hint the answer. 

As is the teacher, so will be the school. 

Classify according to scholarship, natural ability, and 
age. Make reading and arithmetic the basis of your 
classification. 

We defraud ourselves when we do not rise up to the 
full measure of our ability. 



SAYINGS OF EXPERIENCED EDUCATORS. 191 

The pupils rely on themselves when studying and 
writing. Don't hear a lesson unless it has been well 
studied. Primary classes may be exempt from this 
rule. Always assign short lessons. 

Attend to but one thing at a time. 

It is what the child does for himself and by himself, 
under wise instruction, that educates him. 

Endeavor to improve your methods of teaching. 

The most perfect clearness and definiteness must be 
regarded as indispensable in all stages. 

Fasten every principle by frequent repetition. 

Provide occupation upon parts of the lesson for each 
member of the class. 

Never attend to extraneous business in school hours. 

Time spent in making your school happy is never 
thrown away. 

Give instruction frequently in morals and manners. 

When a pupil feels that he has too many studies he 
is in a bad way. 

The teacher who does not secure from his pupils 
thoroughly prepared lessons, by compulsion, if need be, 
has no place in the schoolroom. 



193 I(X)0 WAYS OF lOOO TEACHERS. 

The learning of arithmetic, grammar, geography, etc.^ 
is valuable ; but the influence of none of these can be 
compared with the acquisition of good morals, business- 
and social habits, bodily and mental. 

Certainty of punishment is more effectual than se- 
verity. 

"Children must have incentives that are not remote- 
Direct attention to the most important things to be 
noticed. 

The spirit in which a thing is done is more import- 
ant than the form. 

The highest good of the individual pupil, so far as it 
is compatible with the highest good of the -whole 
school, is regarded as fundamental in all discipline. 

The pupil must be made to feel that he has mastered 
some one thing. 

Lack of interest in study is the result of poor teaching. 

Respect should be taught toward all men, under all 
circumstances. 

It is to make men, not to fill them that we want 
schools. 

Do unto others as ye would that they should do to 
you. 



SAYINGS OF EXPERIENCED EDUCATORS. 193 

- The boy should have an education which, when com- 
pleted, will make him better prepared to pursue the 
work for which he is fitted, and which makes him not 
afraid to do it, thus dignifying labor. 

Always be industrious in the schoolroom yourself 

If you are not getting the salary you think you de- 
serve, or if you do not occupy a position which you 
know your talent deserves, do not slight your work and 
permit yourself to grow careless. 

""""Control your school by seating it properly. 

Do not march pupils around the room in getting 
them to their seats from a recitation when two or three 
steps will answer the same purpose. 

Be self-possessed. If you find that from hearing a 
class recite, watching the order of the room, and giv- 
ing individual attention to pupils you are becoming 
confused, stop work for a moment until the fog clears 
away and you can act intelligently. 

Let your position of body in the schoolroom be dig- 
nified, but not stiff and formal. It is not necessary 
that the teacher be on his feet continually. 

Avoid awkwardness in managing the body. Some 
teachers, to the amusement of pupils, are continually 
stumbling, jostling against pupils, etc. In his move- 
ments in the schoolroom, as a rule, the teacher should, 
be deliberate and thoughtful. 
13 



194 1000 WAYS OF lOOO TEACHERS. 

In the great scramble for life, there is a notion 
at the present moment of getting hold of as much gen- 
eral superficial knowledge as you can. That, to my 
mind, is a fatal mistake. On the other hand, there is a 
great notion that if you can get through your examina- 
tion and "cram up" a subject very well, you are being 
educated. That, too, is a most- fatal mistake. There is 
nothing which would delight me so much, if I were an 
examiner, as to baffle all the "cramming" teachers 
whose pupils came before me. 

It seems to me that one very prominent tendency of 
the competitive system is extremely valuable ; namely, 
that of securing from the teacher attention to the pro- 
gress of his pupils. 

Do the best you can for those large boys who are in 
school but a short portion of each year. 

Authority has a great deal to do through the whole 
course of school life, but we cannot command attention 
by simply demanding that it be given. 

Discouragement has blighted the growth of many a 
promising mind. 

The individuality of a teacher is exhibited in the 
way that one teacher illustrates a point differently from 
another — in the way he speaks — in the way he looks — 
in the way he thinks it may be — in the way in which 
his questions are conceived — in the impromptu expedi- 
ents which he devises — in what, in general, is called 
" his way of doing things." 



SAYINGS OF EXPERIENCED EDUCATORS. 195 

It is a great mistake to think tliat they (younger 
boys) should understand all they learn ; for God has 
ordered that in youth the memory 'should act vigorous- 
ly, independent of the understanding — whereas a man 
cannot usually recollect a thing unless he understands it. 

Always do one thing at a time. Do not permit your- 
self to get confused and out of patience. 

A radical mistake is made if a teacher lean on his 
authority in the school as the guarantee for attention 
by the scholars. 

Be neat in all your records. Let them be a model 
for the succeeding teacher. 

Never tell a pupil to do that which you would not 
wish to do yourself 

Do not measure the ability of the duller pupils to 
comprehend a demonstration with that of the older 
ones. 

A vacillating policy is a sure index of a want of ex- 
ecutive ability. 

Do not allow your school to become a public nui- 
sance by insulting travelers, or destroying fences or 
crops in the vicinity. 

The teacher should avoid set phrases. They come to 
have no meaning for himself, and they hinder his chil- 
dren. 



196 1000 WAYS OF lOOO TEACHERS. 

The educator of youth does not merely communicate 
so much instruction from year to year ; he develops 
the receptive and acquisitive tendencies of mind which 
are afterwards to play their parts in the intellectual 
activity of the nation. 

A teacher who neglects moral instruction fails essen- 
tially in one of the chief duties of his profession. 

Do not attach a specific penalty to a rule, but leave 
that for circumstances to determine. 

Protect the school property as though it were your 
own. It will pay. 

Teaching, to be successful, must be adapted to win 
attention. 

Garfield's educational aphorisms : 

School houses are less expensive than rebellions. 

That man will be a benefactor of his race who shall 
teach us how to manage rightly the first years of a 
child's education. 

One-half of the time Avhich is now almost wholly 
wasted, in district schools, on English grammar, at- 
tempted at too early an age, would be sufficient to 
teach our children to love the republic, and to become 
its loyal and life-long supporters. 

The old necessities have passed away. We now 
have strong and noble living languages, rich in litera- 
ture, replete with high and earnest thought, the lan- 
guage of science, religion and liberty, and yet we bid 



SAYINGS OF EXPERIENCED EDUCATORS. 197 

our children feed their spirits on the Hfe of the dead 
ages, instead of the inspiring Hfe and vigor of our own 
times. I do not object to classical learning— far from 
it ; but I would not have it exclude the living present. 
Greek is, perhaps, the most perfect instrument of 
thought ever invented by man, and its literature has 
never been equaled in purity of style and boldness of 
expression. 

The graduate would blush were he to mistake the 
place of a Greek accent, or put the ictus on the second 
syllable of Eolus ; but the whole circle of the liberalum 
artium, so pompously referred to in his diploma of 
graduation, may not have taught him whether the 
jejunum is a bone, or the humerus an intestine. 

The student should study himself, his relation to so- 
ciety, to nature and to art ; and above all, in all, and 
through all these, he should study the relations of him- 
self, society, nature, and art to God, the author of them 
all. 

It would be unjust to our people, and dangerous to 
our institutions, to apply any portion of the revenues of 
the nation, or of the States, to the support of sectarian 
schools. 

Here two forces play with all their vast power upon 
our system of education. The first is that of the local, 
municipal power, under our State governments. There 
is the center of responsibility. There is the chief edu- 
cational power. There can be enforced Luther's great 
thought of placing on magistrates the duty of educating 
children. 

The best system of education is that which draws its 
chief support from the voluntary effort of citizens, and 



198 lOOO WAYS OF 1000 TEACHERS. 

from those burdens of taxation which they voluntarily 
impose upon themselves. 

Next in importance to freedom and justice is popular 
education, without which neither justice nor freedom 
can be permanently maintained. 

Use several text-books. Get the views of different 
authors as you advance. In that way you can plow a 
broader furrow. I always study in that way. 

The student should first study what he needs most to 
know ; the order of his needs should be the order of 
his work. 

This generation is beginning to understand that edu- 
cation should not be forever divorced from industry • 
that the highest results can be reached only when 
science guides the hand of labor. With what eagerness 
and alacrity is industry seizing every truth of science 
and putting it in harness. 

Grecian children were taught to reverence and emu- 
late the virtues of their ancestors. Our educational 
forces are so wielded as to teach our children to ad- 
mire most that which is foreign, and fabulous and dead. 

At present the most valuable gift which can be be- 
stowed on women is something to do which they can 
do well and worthily, and thereby maintain themselves. 

Is it of no consequence that we explore the bounda- 
ries of that wonderful intellectual empire which encloses 
within its dominion the fate of succeeding generations 
and of this republic.'' 

The children of to-day will be the architects of our 
country's destiny in 1900. 



CHAPTER XII. 

FORMS. 

In the graded schools, and frequently in the common 
district schools, the attendance is so large as to make 
necessary the use of some additional school " ma- 
chinery" not heard of in the management of country 
schools. This is of course to be adapted to the school ; 
the amount of machinery required depending altogeth- 
er upon the number of pupils and teachers in the 
school. Were there but ten pupils in attendance, the 
teacher very easily could inquire personally into the 
causes of absence and tardiness, could himself super- 
vise the order of the pupils in the schoolroom, could 
inform parents individually of the progress of their 
children, could write out in full the certificates of work 
done, etc ; but as the number of pupils increases, the 
difficulty of doing this becomes proportionately greater. 

Therefore the necessity of reducing the matter to 
System. The following blank forms have been select- 
ed from a large number, and include those that are 
useful in the successful management of the average 
graded school. 

In case a pupil is absent or tardy, and at the next 

(199) 



200 1000 WAYS OF 1000 TEACHERS. 

session thereafter presents no excuse for the delin- 
quency, the following- is recommended as a blank to be 
filled out and sent by the pupil himself (or by some 
other if he is not trustworthy) to his parents : 

Ferry Public School. 



. — . — Department. 

i88- 

Mr .. 



.was 



A pupil's progress in school depends to a great ex- 
tent on his punctuality. To prevent tardiness and ab- 
sence and to keep a perfect record of every pupil, we 
should know the cause of each failure to be present. 
Will you please fill out the blank below and return to 
me .-* Respectfully, 

Teacher. 



M 

was 

on account of 

Parent. 



FORMS. 201 

Or the following, to be used in like manner : 

Delphi Graded. Scliools. 



Delphi, Ind., i88 

M 

The following is one of the rules of the Board of 
Trustees, for the government of the school : 

Sec. 5. — Absence and Tardiness. When any scholar in the 
Grammar or High School is absent two days, oi- their equivalent in 
parts of days, or any scholar in the Primary School is absent three 
■days, or their equivalent in parts of days, in four consecutive weeks, 
without excuse from the parent or guardian, given either in person 
or by written note, satisfying the teacher that the absences were 
caused either by his oion sickness or by sickness in the family, or to 
■avoid serious and imprudent exposure of health, he shall be reported 
to the Superintendent for suspension. 

In estimating absence for suspension, one case of tardiness shall 
be equivalent to one half day's absence. 

No pupil being suspended shall be restored till the parent or 
guardian has given satisfactory assurance that the pupil will be 
punctual in future, and has obtained permission from the Superin- 
tendent for him to return. 

has been 



.without valid excuse, 



I therefore send you this notice, as I am required to 
do by the rules of the Board. 

Very respectfully, 

Teacher. 

Room No 



202 1000 WAYS OF lOOO TEACHERS. 

Another form of absence blank, to be sent on a postal 
card, is as follows : 



Hotice of Absence. 



This notice is made in accordance with Article of the Regu- 
lations of the Board of Education. Sickness of the pupil, attend- 
ance on a sick member of the family, or death in the family, or a 
statement by the parent that other necessity existed for the detention 
of the pupil, will be sufficient excuse. 



i88- 

Mr 



Has bee7i absent 

Monday A. M. and P. M. 

Tuesday A. M. and P. M. 

Wednesday A, M. and P. M. 

Thursday A. M. and P. M. 

Friday A. M. and P. M. 

Your attention is called to the importance of a reg- 
ular and prompt attendance. 

Respectfully^ 

Teacher. 



FORMS. 203 

Notice of restoration: 

Public Scliools of GriggSYille. 



i88 

M ^ 

has been restored to his 



former position in school, to take effect^ 



. Teacher, 



Warning to parent : 

Public Schools of Junction City. 



Department, 

. i88^ 

Mr . 

Your attention is respectfully called to the fact that 
is not doing the kind 



and amount of work that are necessary in order that 



204: lOOO WAYS OF 1000 TEACHERS. 

he may be promoted with his class at the close of the 

term, his progress in for the past month 

not being satisfactory, as will be seen from the record- 
below : 

Average Recitations' ] 

" Examinations V Standard lOO 

Monthly Standing ) 

Promotion does not depend solely on the final exam- 
ination, but quite largely on the pupiVs daily work. 
Hoping to receive your co-operation, I am^ 
Very respectfully, 

Teacher. 



Loss of Grade on account of Scholarship : 

MeadYille PulDlic Schools. 



.Department. 
i88. 



Mr- 



It is my duty to inform you that your- 



has failed to make the required stand- 
ing in class, and according to the rules attd 

regulations of the school, has been placed in the next 



FORMS. 205 

lower grade. Should prove self in 

that class one month to be worthy may again 

regain lost position. 

Very respectfully, 

• Teacher. 



Restoration to Grade : 

Meadville Publio Schools. 



^Department. 
i88. 



Mr.. 



Your having shown- 



proficient in the Grade, Class, has been re- 
stored to former position in Class, 



. Grade. 



Respectfully, 
Teacher. 



206 lOOO WAYS OF lOOO TEACHERS. 

As a notice of bad conduct the following is given 

Public Scliools of Jiinction City. 



-Department. 



Mr.. 



I am sorry to inform you that- 
causes me iniich trouble by 



/ have used all the mild means in my power to correct 
this fault, but thus far without satisfactory results. 
Your attention is now called to the matter, in the hope 
that your influence m.ay prevent more serious trouble. 
Very respectfully. 



Teacher. 



Notice of Warning of Suspension. 

Public Schools of Junction City. 



-Department. 
i88- 



Mr.. 



It is my duty to call your attention to Sees 

vf the enclosed rules of the Board of Education, and to 



FORMS. 207 

notify you that — is upon 

the point of suspension imder the rules. I sincerely 

hope it ivill 7iot be necessary to suspend h , and 

that with your co-operation we may avoid all future 
violation of said rules. 

Very Respectfully, 

Teacher. 



Notice of Suspension : 

Public Scliools of Junction City. 



.Department. 



.School. . Grade. 



To. 



I hereby report to you the szispension of_ 



., aged years., for 



the following reasons 



.18 

Teache*-. 



208 1000 WAYS OF 1000 TEACHERS. 



Certificate of Membership in School. 



lP;ltl 



tttfifti 



That- 



\ IS A MEMBER OF ; 



The Junction City Pu1)lic Scliools. 



.i88. 



Class- 



Grade- 



Rank- 



Stiperhi ten dent. 



CERTIFICATE GIVEN ON COMPLETION OF THE WORK OF A 
CERTAIN GRADE. 



<m Promotion Certificate, i 



Delphi Public Schools 

188_ 



.haYing passed 



satisfactory examination in tlie studies 
of Class, Grade, is admit- 
ted to the Class, Grade. 



If this Certificate is presented at the 
heginning of the term, it will he a ticket 
of admission to the Class above named. 

A. W. DUKKLE, 

Superintendent. 

, Teacher. 



MONTHLY KEPORT OF TEACHERS TO PRINCIPAI.. 

^ Delphi Public Schools, f 

Eeport to the Superintendent for the month ending 

. 188— 



rboys ' 

1. Number at any time in School during the month -j 

2. Average number belonging 

3. Average daily attendance 

4. Per cent, of attendance 

5. Number of days absence 

6. Number of days presence 

7. Number of pupils neither tardy nor absent 

S. Number of cases of tardiness 

9. Number of pupils tardy 

10. Number of pupils reported to parents 

11. Number of accessions during the month 

22. Per cent, of Punctuality 

13. Whole number enrolled — boys girls Total 

14 

Grade, Room 



.Teacher. 



i^° Teachers will please fill the blanks and hand in this report be- 
fore leaving the building on Friday evening, at the close of the month. 



SEIiF-KEPOKTING SYSTEM OF DEPORTMENT. 



lltW«Slllilt 



1^ 



JPvpiVs Heport of Deportment, for the term, commenc- 
ing . 

Name^ 



Monday .... 

Tuesday 

Wednesday. 
Thursday... 

Friday 

Monday 

Tuesday 

Wednesday. 
Thursday... 

Friday 

Monday 

Tuesday 

Wednesday. 
Thursday... 

Friday 

Monday .... 

Tuesday 

Wednesday . 
Thursday... 
Friday 



Averages . 



1st mo. 2d mo. 3d mo. 4th mo 



.Teacher. 



The reverse side of the above card might contain columns of figures to be used 
in spare moments during the day for mental exercises in addition, subtraction, etc., 
in which all could take part. 



SPECIMEK HEPOUT CARDS. 



bmes^^a 



FRONT SIDE. 



t 



^H' 






o 
o 

X 
o 

o 

I — I 

pq 

Ph 

Pi 

w 



eWs 



'^ 



oo 
oo 



O 






'Si 



^ 
4 

e 
K 

^ 



o 



^ 



is-ee^.sj^f 



'S^ 



ID 

H 

:^ 


■fi 

L( 
2 
W 
Kl 
•< 
Oh 










Is 










K 

»3 < 




















5g 














w 

M 

;?; 












CO 



^,^ 



03*0 






5sa 






a. 



^^js^ev^a: 



-^--^-g^ 




IB 



-A- 

t 

I 



REVERSE SIDE. 





1 




STUD ES. 


1st mo. 


2d mo. 


3d mo. 


4th mo. 
















BEADING 












ABITHMETIG. . . 












SPELLING 












WHITING 












GRAMMAR 












GEOGRAFHY.... 












PHILOSOPHY. . . 












ALaJHTiHA 












RHETORIC 












CHEMISTRY.... 












HISTORY 




















































Co-operation of parents is earnestly requested in all 
school matters, especially in the punctuality, good be- 
havior and progress of their children. 







O 

o 

w 

o 

< 

H 

< 

o 
o 

o 

00 

o 

I — I 

pq 









o 



'^ 



'f^ 



J>5 






•SSBI3 JO 33b 
-J3AV I,U30 










•SSE[3 UI 

Say3S3xi3Ijj 










•3Se 
-J3AY I,U3Q 










•Disnj^ 










•SaiAi-EJQ 










•SnpujVV 








1 


•uopnocig 










•Xjoisijj 










uopisodnio3 










•JBUiraBJQ 










•Xi[dBj2o3g 










•Dijaraqjuv 










•Sujipds 










•2nipB3-a 










;u3uijJod3Q 










•souEpaaHv 










•Xp 










■}U3S 

-qV S3UIIX 





















S to 



s ^ 






O o 

a 0) 



M ^ >« c 
13 o 13 a 



o cj o A 



) to :S ""* 

^ 5 5 g 

) 5 g g 

; oj o g 

0) '^ ci 

s ^ s 

S g ^ 

'^ u ^ 

^ 3 o 

_S p. ^ 

'-2 lO CO 

rf 00 f-* 









-^i- 


GRADE CARD 


TERM, 1S8.... i— ♦— 


Qrade Class PupiVsTer 






; 1 








ffq S- 










No. days pres- 
ent. 










Times Tardy. 
Deportment. 










Spelling. 
Reading. 










"Writing. 
Arithmetic. 










Grammar. 
Geography. 










U. S. 1-. isiory. 
Physiology. 








































Average Exam- 
ination. 










Average Reci- 
tation. 










Monthly Stand- 
ing. 










Average of 
Class. 










Rank. 










PARENT'S SIGNATURE. 



^i^'SS, 






ad? < 
0.0 M 

h'O ffi 



ni 



o o 



£0 =r 



U^Ja^ 



_i^^J 



£ 
I 



^ 






O CO 



-i-i> 



>-5 



00 <D 



-< H- 




® S 

® 9 



2 " 



"2 rt • 

C O "J 
« (U u 

J2 l-.ro 

cit. 



o 



hO 

iirS.H 

c.S I 
c w 

ex OJ J^ 
f-i OS " 

< 



o g.B 



2 3 >, 

o cS 
o "J3 

■S "^£ 



M 


ui: Eb 




ftSs 




MIS 


erf 


a-3 2 


11 § 







-^ 



n^jN?^ 



(5=^3^ 



REVERSE SIDE. 



d^^ Gkiggsville high School. 



f 



^JC^ 



In each Study Pursued during the Month. 

SPELLING AWALY8I8 

PHY8. GEOa BHETOBIO 

HIS TOM Y.. DEOLAMATION 

^ PHYSIOLOGY CIVIL GOV'T 

^J^ ALGEBRA BOTANY ^% 

^(^.4 GEOMETRY GEOLOGY. tS^ 



f NAT. PHI LOS' Y. LATIN. 



k CHEMISTBY DBAWING A 

It ^======^====, \ 

i ZOOLOGY TBIGONOMETBY 

t BOOK-KEEP' G ENG. LITERATURE.... 

ASTRONOMY J-^ 



^9 EXAMINATION 



f 



'^Sg^f 



The above card should be in four colors — Blue, Red, Yellow and Green, to corre- 
spond to four degrees of excellence in scholarship. 
The pupils each month receive a card. 



REPORT OF DAILY RECITATIONS, TO BE SENT TO PARENTS 
MONTHLY. 






■^m m^ 



,v 



Gr'PCLd.e. 



Record of- 



k 



e* 






Fo~r. 







(j 


>. 












^ 


^ 




o 


s 


b 










s 


^ 


s 










^A 


in 


<; 


O 


o 


w 









1 




















2 




















•3 




















4 




















5 




















6 




















7 




















8 




















9 




















10 




















11 




















12 




















13 




















14 




















15 




















16 




















17 




















18 




















19 




















20 









































_5 ©^ 



A 



Gl%> 



-» ©v. 



Month , 

Retort CA.iti) 



N 



AME- 



'No. of days present^. 
No. of days absent, . 
No. of times tardy, . 



The following is h. . . . standing as ascertained from the recor(i 
and the monthly examination, on a scale of 100 : 



Deportment 

Attention during lessons . 
Diligence in home work. 

Reading 

Arithmetic 

Orthography 

Penmanship 



Geography 

Grammar 

Mental Arithmetic . 

TJ. S. History 

German 

Translations. ... . . 



JParent. 



JTeacher. 



o 
o 



l/l 



,0 



H S 
M % 

u 
CQ 

a 
I— I 
I— I 

d 

03 



5!^ 






o ^ 



"fe 



5» 



1 




1 

1i 

OS 
t c 

PM 
-C 

H 






















4^ 




















^ 


























il 

Is P< 
2 a; 
C5Q 




















'^ 
























s 


.5 sS 












































2 

u 

s 




















t 

1 

MS 


,5 























5 < 
o 5j 



uPLi O 



J p. 



w^ S 



Sept 

Oct. 

Nov. 

Dec. 

Jan. 

Feb. 

Mar. 

April 

May 

June 


00 
CO 




Reading. 




Spelling. 




Arithmetic. 




Geography. 




Grammar. 




History. 




Algebra. 












Average. 




Class Aver- 
age. 




Times Tar- 
dy. 




Half Days 
Absent. 




Deportm'nt 




Rank. 




Parent's Signature. 



►Ea- 



-..=_n 



MiRSHALLTOWN PUBLIC SCHOOLS 



PUPIL'S REPORT CARD. 



Report of_ 
Member &f_ 



. Gfrade, Class, Room, No.. 



. Ward, for half year ending- 



.188— 



Teacher. 



Days taught.. 
Times tardy., 
iJays Absent. 
Days Present. 



"^ Reading .... 
Spelling .. ., 

'• Writing 

Geography , 
Grammar . . 
Arithmetic. 



Work . 



Average Scholarship 

Rank in Class 

Pupils in Class 



5^. 









. O 



1^ e 



1^ 

•to 



^ 



'^ 



Scale — 95 to 100, very good ; 85 to 95, good ; 75 to 85, medium ; 65 to 75, poor; 
Be'ovv 65, very poor — ard unless improvement is made, the standing will be forfeited. 
Deportment — habits and parent's signature on reverse side. 



■d 



PuMic Schools of Black River Falls. 



HE PORT of 

for the weeks ending. 



Reading 

Spelling 

Arithmetic . . 
■Geography . . 
Language . . . . 
Penmanship . 
Algebra . . .. 
Philosophy . , 
Physiology. . 
•Geometry. . . 



•Scholarship 

Deportment 

Per cent, of Attendance. . . 

General Ayerage 

ISTo. of Half-days Absence. 



.1879. 
_Teacher. 



Parents will please examine, sign and return this report as soon 
as possible. 



[parent's signature.] 



r 



-^ -^ GT 



-^> -^>E( 



^^ 



OSHKOSH NORMAL SCHOOL. 



Vf. 



t Q^- 



SCHOOL RECORD 



.Class, for the. 



QJ 



r 



.Term, ^ 



188 












—♦--!■ STUDIES, i— •— 


Rank 
istMo 


Rank 
2d Mo 


Rank 
3d Mo 


Rank 

4lhMo 


Rank for 
Term. 










































































Rhetorical Exercises 
























Rank in Scholarship 












Rank in Deportment 












Rank in Attendance 












Total Rank.... 













t\' 



Signature of Parent or Guardian. 

Mrst Month 

/Second " 

Third « 

Fourth " 



DS^s- 



Explanations and remarks on reverse side. 



-5-S(i 



